Relevant bibliographies by topics / Teacher librarian

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher librarian'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Teacher librarian"

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Grabowska, Dorota. "Ewolucja zadań nauczycieli bibliotekarzy w dydaktyce szkolnej." Studia o Książce i Informacji (dawniej: Bibliotekoznawstwo) 37 (June 26, 2019): 93–105. http://dx.doi.org/10.19195/2300-7729.37.7.

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Evolution of tasks of librarian teachers in school didacticsThe article presents changes in tasks faced by teacher-librarians in their pedagogical activities. The following documents were analyzed: teaching principles, reading instructions, educational paths, and core curricula. They reveal the competencies and attitudes that children are to be taught by teacher-librarians. Teacher-librarians support curricula implementation, their tasks change along with the curricula. Nowadays development of not only reading motivation, but also information competencies is being emphasized.
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Emerson, Lisa, and Senga White. "Strengthening teacher–librarian partnerships." Set: Research Information for Teachers, no. 3 (December 20, 2021): 14–20. http://dx.doi.org/10.18296/set.0207.

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This article addresses the question: What would it take for collaborative teacher–librarian partnerships to flourish in Aotearoa New Zealand secondary schools? We provide a three-part model that explores how professional expectations and local (school) conditions can influence whether the school librarian is siloed or integrated within a school. Our analysis is based on Patricia Montiel-Overall’s 2005 categorisation of teacher–librarian partnerships. The article concludes by discussing how change can be effected in the role of the library in schools, arguing that school managers and teachers can take steps now to provide the local conditions to enable teacher–librarian partnerships in the interests of student learning.
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Simmons, Howard L. "Librarian as Teacher." College & Undergraduate Libraries 6, no. 2 (April 12, 2000): 41–44. http://dx.doi.org/10.1300/j106v06n02_04.

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Fadhli, Rahmat. "Implementasi kompetensi pembelajaran sepanjang hayat melalui program literasi di perpustakaan sekolah." Jurnal Kajian Informasi & Perpustakaan 9, no. 1 (June 30, 2021): 19. http://dx.doi.org/10.24198/jkip.v9i1.27000.

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Lifelong learning can be developed through literacy programs in school libraries. This study aimed to determine the implementation of lifelong learning competence through literacy programs in school libraries. The research method used a qualitative approach through research methods a descriptive to a librarian, four teachers, and 22 students at Al Haraki Islamic Junior High School, Depok, West Java. Through observation, data collection techniques were carried out using a lifelong learning dimension checklist form, semi-structured and in-depth interviews, and literature studies. Data analysis techniques were data reduction utilizing open coding, data presentation, and concluding. Study results indicated that the librarian organized literacy programs supporting the School Literacy Movement. In practice, the librarian acted as the initiator; the teacher became the facilitator and the librarian's partner in developing literacy programs in school. The literacy program had a positive impact on students, including shaping character, increasing knowledge, developing special talents related to communication and writing, adding experience, building positive relationships between librarians and students, and intellectual recreation. Communication competence in foreign languages was one of the lifelong learning competencies that the school library program did not accommodate. The literacy program's obstacles were managing study time and the roles of parents and family at home. This study concludes that the school library literacy program has supported improving the implementation of lifelong learning competencies for students in several dimensions.
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Evans, Neil Davies. "TRAINING TEACHER-LIBRARIANS TO ESTABLISH AND MANAGE SCHOOL LIBRARIES IN KWAZULU-NATAL: AN EMPIRICAL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 106–23. http://dx.doi.org/10.25159/0027-2639/1692.

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The present study aimed to assess the establishing, managing and sustaining of public school libraries in KwaZulu-Natal (KZN) in order to recommend ways to improve the appropriateness of training and development of teacher-librarians currently offered at the University of Zululand. Both interpretive and critical research paradigms were embraced, while a case study method and inductive reasoning were followed. The findings indicate that most public school libraries surveyed are neither fully functional nor properly resourced. They lack full-time teacher-librarians who are trained to manage and integrate their collections into the curriculum. Furthermore, the quality of library services differs markedly between rural and urban schools. It is recommended that the provincial Department of Education (DoE) school library services selectively award teacher-librarian bursaries to suitable candidates and then combine these awards with the provision of core collections of books and technologies, thereby linking the establishment of their school libraries to the practical outcomes in the two-year university-based training programme.
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Neyer, Linda. "Two Pennsylvania Librarians Selected for American Library Association Leadership Institute." Pennsylvania Libraries: Research & Practice 1, no. 2 (September 28, 2013): 183–84. http://dx.doi.org/10.5195/palrap.2013.31.

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Two Pennsylvania librarians, Allison Mackley, Teacher-Librarian at Hershey High School, and Aaron Dobbs, Systems & Electronic Resources Librarian at Shippensburg University of Pennsylvania, were two of only forty librarians selected nationwide to participate in “Leading to the Future” (http://www.ala.org/transforminglibraries/ala-leadership-institute), a new four-day immersive leadership development program for future library leaders offered from August 12 to 15, 2013 in Itasca, IL, by the American Library Association (ALA).
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McKenna, Julie. "The Actions of Teacher-Librarians Minimize or Reinforce Barriers to Adolescent Information Seeking." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 168. http://dx.doi.org/10.18438/b84903.

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A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295. Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment. Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007). Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States. Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region. Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau). Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews. Principle 1: Information needs arise from the help-seeker’s situation. The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs. Principle 2: The decision to seek help or not seek help is affected by many factors. Principle 3: People tend to seek information that is most accessible. Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the students themselves had almost no power. Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves. Principle 5: Information seekers expect emotional support. The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students. Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns. Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.
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Jones, Christopher P. "Grammarians and Emperors." Mnemosyne 75, no. 1 (January 7, 2022): 58–71. http://dx.doi.org/10.1163/1568525x-bja10136.

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Abstract The Greek γραµµατικός combined several functions: as editor and expounder of texts, linguist, librarian, lecturer, courtier and sometimes as ambassador for his monarch or city. In due course Latin-speaking grammatici applied philological skills developed at Alexandria to their own literature, and served as librarians in the great libraries of the imperial period. The present paper studies some Greek γραµµατικοί active in Rome, particularly Alexander of Cotiaeon, appointed by Antoninus Pius as tutor to the princes Marcus and Lucius, and also the teacher of Aelius Aristides. As Aristides’ tribute to him shows, Alexander was not only a notable critic and influential teacher, but acted as a benefactor (εὐεργέτης) of his native city, in this respect comparable to the sophists who were his contemporaries.
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Knowlton, Sean Patrick, and Becky Imamoto. "Recruiting Non-MLIS Graduate Students to Academic Librarianship." College & Research Libraries 67, no. 6 (November 1, 2006): 561–70. http://dx.doi.org/10.5860/crl.67.6.561.

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In response to declining numbers of qualified applicants nationwide for librarian positions in academic libraries, the University of Colorado at Boulder Libraries, in collaboration with the University’s Graduate Teacher Program, has developed a fellowship program that encourages graduate students with advanced subject or language expertise to consider careers in academic librarianship. In spring 2005, the libraries paired the first Provost’s Fellows with library faculty mentors. This article details the program and collaboration between the libraries and the Graduate Teacher Program and issues a call for similar programs to be established at other academic libraries.
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Gbadamosi, Belau Olatunde. "A Survey of Primary School Libraries to Determine the Availability and Adequacy of Services for Universal Basic Education (UBE) in Oyo State, Nigeria." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 19. http://dx.doi.org/10.18438/b8590d.

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Objective -- As a first step in gathering evidence, this study surveyed school libraries and examined the services those libraries provide in relation to the Universal Basic Education (UBE) program at a primary level. The purpose of this paper is to explore these UBE factors in relation to school libraries in Oyo State, Nigeria. Methods -- A questionnaire was sent to the 33 schools which have a library and information centre staffed by a teacher-librarian, in order to examine library services and the views of those providing them. The questionnaire covers library space, categories of library resources, student activities during library visits, mobile library services, and the teacher-librarians’ perception of the adequacy of the collection and the challenges in the use of library. Results -- Questionnaires were returned by 30 teacher-librarians out of 33, a response rate of 91%. Although pupils across each local government area have the chance to visit school libraries, the system of one short visit per week is inadequate for developing a universal interest in reading and in study skills. Staff responsible for the libraries consider many of the resources to be inadequate or outdated and stock is depleted as pupils borrow books, leaving fewer for those who follow. Conclusions -- As a first step to implementing evidence based practice, this paper describes the primary school library system in Nigeria and provides evidence on how it operates in Oyo State. Teacher-librarians who staff the libraries confirm the inadequacies in the system. They perceive collections to be inadequate and confirm that some pupils in the state have only limited access to library resources. Respondents also believe that they need further training, particularly in computer and information literacy.
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Dissertations / Theses on the topic "Teacher librarian"

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Giorgis, Cynthia Ann. "Librarian as teacher: Exploring elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186740.

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This qualitative case study explored elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning. Data collected consisted of field notes, audiotaping of formal interviews and planning sessions, weekly plan books, monthly calendars, questionnaires and the collection of student work. During formal data analysis, new questions began to emerge. These three questions then guided the process of data analysis. These questions were: (1) What are teachers' perceptions of the role of the school librarian as indicated through responses and actions? (2) What changes occurred in teachers' perceptions during the school year? and (3) What are teachers' issues and concerns about the implementation of flexible scheduling and collaborative planning? Four roles of the school librarian emerged from data analysis. These were: the resource role of the school librarian; the cooperative role of the school librarian; the transition from a cooperative to a collaborative role; and the collaborative role of the school librarian. In addition, seven categories were developed through the analysis of interviews and questionnaires. One category developed as several teachers expressed their concern in not having a regularly scheduled library time for students to check-out books. A few teachers also indicated the need for students to learn library skills. Within each of the seven categories, several issues also emerged. The findings of the study indicate there were numerous changes during the school year in teachers' perceptions related to the role of the school librarian. There were also ten implications which resulted from the study. One of these implications focused on professional development within schools and school districts. Professional development assists in the role of ownership and as Fullan (1991) states, ownership of something new is tantamount to real change. Through professional development, teachers and librarians can learn about the process of cooperative and collaborative planning together.
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Leung, Yuet Ha. "Information literacy skills : Hong Kong primary teachers' perceptions of the role of the teacher librarian." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51333/.

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The thesis reviewed the changes to the role of teacher librarians and the implications of this for primary teachers. The study sought to explore the teachers’ views about information literacy skills, who should teach them and the role of the teacher librarian. This study took a mix-methods approach, i.e. quantitative and qualitative research, in which self-report data were collected through a questionnaire to classroom teachers followed by individual face to face interview with six questionnaire respondents. The findings of the study were that teachers associate information literacy skills with information technology skills. Though they said they understand information literacy skills, their understanding of information literacy skills was discrete and not systematic compared with the definition of information literacy skills in the literature. They agreed that information literacy skills were important and they have the responsibility to teach student such skills. They agreed that they have further professional development needs in terms of information literacy skills. Teachers who started teaching before 1998 reported some changes in teaching and learning made by the presence of the teacher librarian. They agreed with the provision of the teacher librarian post though they were not aware of the legislated role of the teacher librarian. They thought that awareness of the role of the teacher librarian and information literacy skills and the ability to develop students’ information literacy skills would help them utilize the skills of the teacher librarian. The findings have highlighted the implications for teacher education to train teacher information literacy skills, raise teachers’ awareness of the role of the teacher librarian especially in Cooperative Planning and Teaching with teachers to equip student information literacy skills. For serving teachers, piloting the role of the teacher librarian, Cooperative Planning and Teaching and flexible library timetable are necessary to facilitate implementation of the legislated role of the teacher librarian.
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Dowell, Barbara Florence. "Classroom Teacher and Adminstrators Perception of the Teacher Librarians' Contribution to Student Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6992.

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Library research studies have provided evidence that teacher-librarians (TLs) impact student academic success; nevertheless, TLs statewide and internationally are at a critical juncture due to stakeholder groups' ambiguous perceptions regarding their influence on student achievement. The problem in this study involves a local independent school district's lack of conclusive evidence to demonstrate TLs' contribution to student achievement on standardized testing. The purpose of this study was to examine the perceptions of TLs, classroom teachers (CTs), and administrative staff (AS) concerning student achievement as instructed by local TLs. Using Piaget's cognitive theory and Mezirow's transformative learning theory, this qualitative case study explored the perceptions of 15 participants and acquired clarification regarding the TLs' instructional practice. The interview questions focused on perceptions of 5 CTs, 5 AS, and 5 TLs regarding the instructional role of TLs on students' academic success as well as the evidence provided by these stakeholders regarding the value of school libraries. Data collection with semi-structured interviews followed by an open coding thematic analysis revealed 7 themes: (1) involvement in curriculum, (2) flexibility of schedule, (3) preconceived misconceptions, (4) using an evidence-based practice approach, (5) collaboration, (6) access to materials, and (7) a conducive learning environment. The resulting project consisted of a policy recommendation created for augmenting stakeholder perceptions. The project contributes to social change by fostering an informed societal positive perception of the TLs' instructional influence on student academic achievement and by offering a measurable interpretation of the TLs' educational value to the learning community that may transform stakeholder perception locally and worldwide.
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Sandford, Deborah W. "Construction of Professional Identity in Novice Library Media Specialists." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/109.

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The roles of the person who works in a school library, as well as their title - librarian, teacher-librarian, library teacher, library media specialist, school librarian, library media teacher - have undergone countless revisions since the first official school libraries opened their doors in the early 1900s. Although school library media specialists (LMSs) have struggled to negotiate their identities in public K12 education for decades, this "identity crisis" seems to have reached a critical point due to changes in U.S. learning environments brought about by federal legislation, the implementation of standards-based teaching, the emphasis on standardized criterion referenced testing, and the proliferation and ubiquitous use of computers and the Internet as information sources. Although teacher identity has been thoroughly studied, the ways in which LMSs describe themselves in their professional role and how their identities change from pre-service to in-service are rarely investigated. Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds as a framework, this study explores how four novice LMSs negotiated the identities made available to them in the figured worlds of their public K12 school environments. The following questions guided the study: 1. How do novice library media specialists describe their professional identities? a. How does personal history inform the construction of professional identity of novice library media specialists? b. How do novice library media specialists negotiate identity within the figured worlds of public K12 schools? The four participants were first year LMSs recruited from a large urban school district in the southeastern United States. Data collection took place over the course of the 2011-2012 school year and included in-depth interviews, document analysis, journal responses, and observations. Findings indicate that the figured worlds in which novice library media practitioners begin their careers are often shaped by the experiences that faculty, administrators, and students have had with previous LMSs and bear significant influence on the identities afforded new LMSs as well as their own experiences with LMSs prior to their preparation programs.
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Thomas, Rebecca Lynne. "The influence of a poetry-enriched environment on the poetry preferences and responses of sixth-grade children : a librarian-teacher collaboration /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555438211.

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Starkey, Alysia. "Kansas academic librarian perceptions of information literacy professional development needs." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.

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Mikalishen, Wendy Eleanor. "The role of the teacher-librarian in the teaching of information literacy in the intermediate grades." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59460.pdf.

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Dillon, Kenneth Walter. "A study of the role of an online community in the community in the professional learning of teacher librarians." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001422/.

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The thesis has its origins in a concern that teacher librarians in schools throughout Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation in schools. A listserv (online discussion network) called OZTL_NET was developed to facilitate the enhancement of teacher professional learning for this group of teachers. OZTL_NET has been available to teacher librarians and others interested in teacher librarianship for over nine years. The study sought to determine whether usage of OZTL_NET was associated with the enhancement of teacher librarians’ professional learning. The study also explored the characteristics of teacher professional learning from the literature and sought to determine which characteristics of online communities may contribute to teacher professional learning. A case study design for the research was adopted using a mixed methods approach. The methods of data collection were a web survey and semi-structured interviews. Quantitative and qualitative data were collected and analysed and a detailed description of the object of study, OZTL_NET, was provided. A major finding of this study was that usage of OZTL_NET was significantly related to the enhancement of teacher professional learning. It was concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, are portrayed in the listserv. The findings supported the assertion that online learning communities have the potential to enhance the professional learning of teachers and provide opportunities for teachers to learn online. The study also revealed that community building online is a complex and demanding activity. Usability and sociability factors must be carefully considered and developed over the lifetime of the community. This process should include input from the community, the leadership of which should be broad-based and inclusive. Two broad principles emerged from the research that provide guidance for the management of listservs for teacher professional learning online. First, the study revealed that involvement and collaboration were critical ingredients in teacher professional learning online. Involvement was portrayed not only in the learning that ensued from the interactivity that necessarily underpins the sharing of tacit knowledge through information exchange and professional discussion between and among subscribers online but also by individuals through less obvious means such as lurking, archive searches and off-list communications. In terms of collaboration, this study found that in addition to high levels of trust, subscribers experienced a strong sense of collegiality and support as members of OZTL_NET. Second, the major finding above confirms that involvement and collaboration are strongly related to individual and collective orientations of teacher professional learning. The broad concept of individual or collective orientation recognises that teacher professional learning occurs in both orientations online as it does offline. Teachers have long recognised their colleagues as their major source of professional information. The difficulty in the past has been in the identification of a means by which teachers can readily access a wider pool of colleagues with whom they can discuss important issues, seek advice and so on. This is particularly important for teachers who are professionally isolated as a consequence of their teaching speciality (such as teacher librarians) and those who are geographically isolated making real time meetings with colleagues expensive and/or impracticable. In this context listservs such as OZTL_NET can play a critical role in providing the infrastructure to support distributed models of teacher professional learning online.
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Bell, Michael David 1943. "Elementary School Climate Factors and Personality and Status Variables Associated with School Library Media Specialists Chosen by Classroom Teachers for Cooperation on Instructional Problems." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332312/.

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This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served. The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness. As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.
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McFadden, Kevin M. "Overdue, an investigation and exploration of grade 10 students' perceptions of a teacher-librarian and a school media centre." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq52927.pdf.

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Books on the topic "Teacher librarian"

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Brown, Jean E. Transformational leadership and the teacher-librarian. Toronto: Ontario Library Association Publications, 1993.

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Forbes, Dina E. Laura Bush: Teacher, librarian, and First Lady. New York, NY: Ferguson, 2005.

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Kennedy, Kathryn, and Lucy Santos Green. Collaborative models for librarian and teacher partnerships. Hershey, PA: Information Science Reference, 2014.

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Education, Calgary Board of. The school library program: Teacher-librarian resource manual. [Calgary]: Calgary Board of Education, 1991.

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Henri, James. The teacher-librarian as manager: A selection of case studies. Wagga Wagga, N.S.W: Centre for Information Studies, Charles Sturt University-Riverina, 1990.

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Craver, Kathleen W. The changing instructional role of the high school librarian. Champaign, Ill: University of Illinois Graduate School of Library and Information Science, 1986.

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Craver, Kathleen W. The changing instructional role of the high school librarian. Champaign, Ill: University of Illinois, Graduate School of Library and Information Science, 1986.

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Collaborating to meet standards: Teacher/librarian partnerships for 7-12. Worthington, Ohio: Linworth Pub., 2002.

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Bonnie, Mackey, ed. Collaborating for real literacy: Librarian, teacher, literacy coach, and principal. Santa Barbara, California: Linworth, an Imprint of ABC-CLIO, LLC, 2013.

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Collaborating to meet standards: Teacher/librarian partnerships for k-6. 2nd ed. Columbus, Ohio: Linworth Pub., Inc., 2007.

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Book chapters on the topic "Teacher librarian"

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Damber, Ulla. "Librarian and Teacher Collaboration." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 75–88. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_6.

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Newsum, Janice Moore. "Leading from the Shadows: School Librarian Leadership." In Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education, 221–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56674-6_12.

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Pihl, Joron, Tone Cecilie Carlsten, and Kristin Skinstad van der Kooij. "Why Teacher and Librarian Partnerships in Literacy Education in the 21st Century?" In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 1–22. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_1.

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Cremin, Teresa, and Joan Swann. "School Librarians as Leaders of Extracurricular Reading Groups." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 119–37. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_9.

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Street, Brian V. "New Literacy Studies in Educational Contexts." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 23–32. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_2.

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Pihl, Joron. "Can Library Use Enhance Intercultural Education?" In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 33–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_3.

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Avery, Helen. "A Library and School Network in Sweden." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 45–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_4.

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Tonne, Ingebjørg, and Joron Pihl. "Literacy Education, Reading Engagement and Library Use in Multilingual Classes." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 63–74. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_5.

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Carlsten, Tone Cecilie, and Jørgen Sjaastad. "A State-Run School Library Programme in Norway." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 89–102. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_7.

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Eri, Thomas. "A Multilingual Book Café at the School Library." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 103–18. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_8.

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Conference papers on the topic "Teacher librarian"

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Huang, Li, and Feng-fei Zhou. "Study on Teacher-Librarian Collaborative Distance Education Model." In 2010 International Conference on Intelligent Computing and Cognitive Informatics (ICICCI). IEEE, 2010. http://dx.doi.org/10.1109/icicci.2010.132.

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Rachmawati, Rachmawati, and Ali Mustadi. "Model of Information Literacy-Based Collaboration of Teacher and Librarian in Integrative Thematic Learning for Primary School." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.70.

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Everhart, Nancy. "PREPARING TEACHER-LIBRARIANS TO INCREASE ENGAGEMENT OF STUDENTS WITH AUTISM IN TODAY'S TECHNOLOGY-ENHANCED LIBRARIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1182.

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Gavigan, Karen. "PREPARING TEACHER LIBRARIANS TO TEACH VISUAL LITERACY SKILLS THROUGH TECHNOLOGY-BASED GRAPHIC NOVEL RESOURCES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1094.

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Schultz-Jones, Barbara. "PREPARING TEACHER-LIBRARIANS FOR TECHNOLOGY RICH LEARNING ENVIRONMENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0821.

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L Gregory, Vicki, and Kiersten L Cox. "Remember When Ebooks were all the Rage? A Look at Student Preferences for Printed Text versus Electronic." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3731.

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Aim/Purpose: In many public and academic libraries, ebooks are being pushed on users mainly due to budgetary and space needs even though readers are still showing a strong preference for print books. Background: Many librarians are focusing on how to get readers to use ebooks when they really should be considering how ebooks fit into learning, whether formal or self-learning, and the preferences that readers show for one format over the other. Library collections since the 1960s have generally focused on a strategy of “give them what they want,” but in the case of ebooks, there seems to be a trend of trying to force ebooks on users. Methodology: A survey was given to undergraduate and graduate students at the University of South Florida. Contribution: Our research findings fit with current data that shows a decline in popularity of ebooks and a continued popularity of print books. We would like to convince members of the academy to think about this issue and question the ebooks plans that libraries have on their campuses. Findings: Both undergraduates and graduates strongly preferred print over electronic in the case of textbooks and books for leisure reading. Only journal articles were preferred in electronic form, but from the comments it was evident that articles were printed out and the student used the print copy for studying and research purposes. Reference books were split 50/50 in preference for electronic versus print. Recommendations for Practitioners: Librarians and teachers cannot assume that just because students use their smart-phones that they prefer ebooks. Recommendation for Researchers: More research is needed on this subject before libraries become too dependent on purchasing large ebook packages from vendors rather than the selection of print books. Future Research: Now that this paper has advanced our understanding of user preferences for books versus ebooks, we wish to expand our research to faculty and widen the geographical areas covered.
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Dibie, Ogheneovo, Keith E. Maull, and Tamara Sumner. "Teacher sociality and information diffusion in educational digital libraries." In the 12th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2232817.2232825.

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Johnston, Melissa. "PREPARING TEACHER LIBRARIANS TO LEAD TECHNOLOGY INTEGRATION TO SUPPORT STEM EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0795.

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Raja Ismail, Nik Roslina, and Yushiana Mansor. "Building school library networks using open source technology: Teacher-librarians' awareness and perception." In 2014 5th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2014. http://dx.doi.org/10.1109/ict4m.2014.7020613.

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Rahyadi, Irmawan, Masyhur Dungcik, Nurul Jannah, and Irsyad Ghifari. "Look who’s talking: Means of interpersonal communication between librarians and library users." In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312391.

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Reports on the topic "Teacher librarian"

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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