Dissertations / Theses: 'Teacher librarians'

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Clark, Hazel Grace. "Teacher librarians, technology, and collaborative connections: a case study of teacher librarians from a communities of practice perspective /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2636.

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Germann, Karl. "Teacher-librarians and technology, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56666.pdf.

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Wong, Chi-kwan. "Factors affecting the job satisfaction of teacher-librarians in adided secondary schools of Hong Kong." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1390694X.

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Yeung, Po-shan. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135919.

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Gillespie, Ann M. "Untangling the evidence : teacher librarians and evidence based practice." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61742/2/Ann_Gillespie_Thesis.pdf.

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The research was a qualitative study investigating the lived experiences of teacher librarians as evidence based practitioners in Australian school libraries. It addressed how teacher librarians understood, applied and implemented evidence based practice, and investigated what these teacher librarians considered to constitute evidence. Two key critical findings of this research are that evidence based practice for teacher librarians is a holistic experience and evidence for teacher librarians can take many forms, including professional knowledge, observations, statistics, informal feedback and personal reflections. The study is significant to teacher librarians, library and information professionals, schools and school administrators, and the research field.

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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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Wong, Chi-kwan, and 黃志坤. "Factors affecting the job satisfaction of teacher-librarians in adidedsecondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195618X.

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Frye, Julie Marie. "Occupational vulnerability| A study of novice school librarians." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631273.

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Using Callahan's (1962) vulnerability thesis as a theoretical framework, this qualitative case studies research examines the occupational socialization of secondary, public school librarians. The study examines three novice librarians' autobiographical narratives and explores how participants perceived the influence of professional, critical events. The study addresses the challenges and successes that novice school librarians encounter or bring about during their early years in the profession. The study also examines how critical events create professional identities of school librarians, and how narratives of vulnerability (re)produce culture myths about teaching and librarianship.

In order to have a better understanding of the occupational socialization of the school librarian participants, I collected data from multiple sources for each of the cases. The procedures included direct observations, interviews, and document analysis. The research began while participants were student teaching, and data was collected until their second year of practice.

The results of the analysis indicate that participants' student teaching placements provided polarized experiences to model their practices after: either unrealistic or unacceptable. All participants express that they were unprepared for their service in public schools, and they were unsupported by their administrators in their first school librarian positions. In addition, they convey great discomfort with the "myths" of their clerical work that their administrators or job titles demanded. The study suggests that in spite of their perceived inadequate socialization, school librarian participants exhibit strength in the midst of great occupational challenges and role uncertainty.

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Kaplan, Allison G. "Benign neglect principals' knowledge of and attitudes towards school library media specialists /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 126 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220729.

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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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Mnkeni, Nampombe Pearson. "The effectiveness of teacher librarians in primary schools : the experience of the Melani school libraries in the Eastern Cape." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11065.

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Includes bibliographical references (leaves 100-108)
In 2002, a pilot project established school libraries in eleven primary schools in Melani, Fort Beaufort District. The role players in this initiative were South African Partners (an American Non Governmental Organization), the Eastern Cape Department of Education, the University of Fort Hare and the Library and Information Science Association of South Africa (LlASA). Each school nominated one teacher to receive teacher librarianship training to manage and sustain the school libraries. The aim of the project was to develop a model that would lead to the establishment and development of school libraries in other areas of the Eastern Cape. This research project sought to investigate the effectiveness of teacher librarians in primary schools reflecting on the experience of the Melani cluster of schools. The aim was to assess the effects the school libraries have had on teaching and learning. The qualitative and quantitative study involved 110 primary learners, 39 educators, 11 teacher librarians, and an official from the Provincial Department of Education.

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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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Yeung, Po-shan, and 楊寶山. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960583.

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Stanton, Judith Carroll. "An Investigation of Teacher Librarians' Use of Interactive Whiteboard Technology for Literacy Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/203.

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Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians' use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators' technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students' literacy and technology skills at school and for future employment.

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Jowkar, Abdolsrasool. "The education of teacher-librarians in the Islamic Republic of Iran : a competency approach." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/7035.

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Education has a vital role in the cultural and socio-economic development of a country and the success of an educational system depends partly on the information infrastructure of the society. The school library, as the first link in the hierarchical chain of the information infrastructure and an integral component of the school's instructional information system, supports the school's educational goals and objectives. The main key to the successful achievement of a school library programme is its librarian. At present, the majority of Iranian school libraries are run by teacher-librarians who rarely possess any formal library education. These librarians should be well equipped with the competencies needed to perform their jobs effectively. The intention of this survey is, therefore, to suggest a library programme for the education of teacher-librarians. Included is an overview of the educational system of Iran, the information infrastructure, situation of school libraries and different methods of curricular design, in order to define an appropriate approach to education for the purpose of planning a library programme for teacher-librarians in Iran. In examining library programmes, several standards and studies published in a range of developing and developed countries were analysed, and a data gathering instrument was constructed. This was administered and analysed to determine the competencies required of teacherlibrarians in Iran. The resulting competencies are compared to the competencies considered essential for school librarians in three comparative international surveys and the school librarian's job description, as provided by the Iranian Ministry of Education.

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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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Hays, Lauren. "Academic Librarians' Teacher Identity Development through the Scholarship of Teaching and Learning| A Mixed Methods Study." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810849.

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This dissertation was an explanatory sequential mixed methods study that sought to understand academic librarians’ involvement and experience in the Scholarship of Teaching and Learning (SoTL). Specifically, the researcher studied academic librarians’ teacher identity development through SoTL. Quantitative data were collected from a survey sent to the Association of College and Research Libraries Information Literacy listserv. Semi-structured interviews with seven academic instruction librarians who took part in the survey provided qualitative data that complemented and built upon the survey results. The theoretical framework, Communities of Practice, guided and supported the research. Results from the study indicated that academic instruction librarians are involved in SoTL for a variety of reasons, but primarily because they believe participation in SoTL improves their teaching. Also, the null hypothesis of if librarians engage in the Scholarship of Teaching and Learning, their identities will be the same as they were before was rejected, and the research hypothesis was accepted. Engagement in SoTL does impact academic instruction librarians’ teacher identity. After involvement in SoTL most research participants reported that their view of themselves as a teacher grew. Participation in SoTL also impacted academic instruction librarians’ instructional practices. After participation in SoTL, study participants reported an increase in their attitude toward self-improvement and in their use of active learning strategies. These study findings have implications for Library and Information Science (LIS) graduate schools, academic library administrations, and professional development organizations.

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Kahler, Betty June. "Development and validation of a prototype instrument to be used in the appraisal of school library media specialists." Thesis, University of North Texas, 1990. http://catalog.hathitrust.org/api/volumes/oclc/24615821.html.

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Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.

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This study traces many of the highlights which occurred during the first decade of the history of the School Library Association in Canberra and District (SLACAD). The roots of this association lie deep in the history of school libraries and teacherlibrarianship in Australia. Many SLACAD members belonged to other state school library associations and to the Australian School Library Association (ASLA) confederation since the establishment of these associations in the 1960's. These teacher-librarians have been dedicated in their attempts to further the cause of school libraries and their teacher-librarianship profession. The decade covered by this study embraces the greatest period of expansion in the development of school libraries seen in Australian history. During this decade the A.C.T. established an independent education system and it took many years for the A.C.T. Schools Authority administration to finalise its organisation. SLACAD members were anxious that school libraries in the A.C.T. should keep pace with school libraries in other Australian states and this study documents the constant efforts of its members to obtain improvements in school librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close liaison with ASLA and many A.C.T. teacher-librarians have held executive office in ASLA. SLACAD has hosted seminars and conferences and this study documents numerous submissions and reports which were a necessary feature of the expanding A.C.T. school library association milieu.

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Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.

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Parrott, Deborah J., and Karin Keith. "Three Heads Are Better Than One: Librarians, Reading Specialists, and Classroom Teachers in the Learning Commons." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/984.

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Gone are the days when the school librarian was the austere custodian of the books. Twenty-first-century standards progressively call for librarians to step in as instructional leaders, connecting educators and students to materials, methods, and technology across the curriculum. In an age of increased accountability through never-ending standardized testing, as well as the implementation of Common Core standards, classroom teachers need all the support they can get. To add fuel to the fire, numerous states have reduced their budgets, leaving reading specialists and literacy coaches short in terms of time and materials. Students who once received differentiated instruction or reading intervention are overlooked or underserved. Where can teachers and reading specialists receive support to help close the achievement gap? Librarians to the rescue! Currently, school librarians are discovering yet another dynamic leadership and role: coteacher with classroom teachers and reading specialists in the library learning commons. This article explores strategies for librarians to implement differentiated instruction in collaboration with classroom teachers and reading specialists using a coteaching model. Keywords: school librarians, literacy coaches, reading specialists ********** Librarians have long worn many hats that improve the learning of students in the school. These include instructional leader, technology specialist, promoter of reading initiatives, and guardian of books. Once again, librarians find themselves called upon to sport yet another: coteacher with classroom teachers and reading specialists. With a focus on preparing students to be college and career ready, the new Common Core State Standards (CCSS) ask students to grapple with complex grade-level texts and write research papers. Even at the kindergarten level, students engage in rigorous learning that asks them to participate in shared research and writing projects (National Governor's Association, 2010). In this article we suggest that this rigorous learning requires teachers to join forces with others in the building to ensure student success. Thus the librarian, reading specialist, and classroom teacher form coteaching teams that address difficult concepts in such a way that the library becomes a learning commons (Loertscher, 2014). In this learning commons space, learners experience scaffolded support with print and differentiated instruction (DI) (Tomlinson, 1999) to address the achievement potential of students as they engage firsthand with the learning tasks set forth by the CCSS. In the learning commons, the library functions as a dynamic arena where librarians, reading specialists, and classroom teachers bring individual talents to the instructional process in a coteaching team. The idea of the learning commons still allows for print books to play a vital part in instruction; however, digital technologies also play a large role. Due to the rigor of the CCSS, this idea of a learning commons comes just in time. For the past ten to fifteen years, administrators have continuously called upon librarians to take a larger role in the literacy arena (Robins & Antrim, 2012). Empowering Learners: Guidelines for School Library Media Programs (AASL, 2009a) contends that librarians are uniquely positioned to affect reading outcomes of students. In many school districts, administrators have asked librarians to provide collaborative support to classroom teachers to identify materials and methods to support struggling readers. While in other districts, administrators have asked librarians to lead response to intervention groups. While these efforts to suggest and provide materials hold potential, they fall short due to the fact that one individual has limited impact in comparison with what teams of librarians, reading specialists, and classroom teachers might achieve in a learning commons. LIBRARIANS' ROLE IN COLLABORATIVE TEAMS IN THE LEARNING COMMONS If the expectation for librarians extends beyond the support already provided to include coteaching while also attending to duties in the library, what should librarians do? Build upon what they already know! Librarians regularly assist with the analysis of assessment data to determine students' and teachers' needs, the integration of technology, the provision of resources, and the implementation of instruction in the physical library space. For decades, librarians' instruction consisted of isolated units of study. These discrete units stand in stark contrast to Turner's (1993) suggestions that librarians join forces with teachers to plan instruction that extends and enriches classroom curriculum. The American Association of School Librarians (2009) calls for librarians to collaborate with instructors to create relevant instruction that motivates students to be lifelong learners. While collaboration is not a new idea, what is new are the dynamics that make up the coteaching team and ways to facilitate the alliance. Librarians support coteaching teams by serving as a connective agent with a physical and virtual venue: the learning commons. During the coteaching team's planning phase, librarians supply a common virtual space within the learning commons that expedites planning. The virtual learning commons alleviates planning concerns of distant geographic spaces and incompatible release times. …

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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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Downey, Paula Marie. "Internship report : a case study of Internet usage at St. John's Collegiate /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55502.pdf.

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Smith, Deborah-Anne. "St. Gregory's School profile, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ34230.pdf.

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Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.

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Bibliography: leaves 155-160.
One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.

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Tallroth, Johanna, and Martina Andersson. "Skolbibliotekarier i samverkan : Samarbete mellan skolbibliotekarier och lärare i Dalarna." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70647.

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Title: School librarians in collaboration The focus of this text is to examine the collaboration between librarians and teachers and how this collaboration can help students achieve better results in school. The school library is often bypassed by teachers. In this lack of involvement and support lies a risk that the gain for students is less than it should be. The purpose of this study aims to investigate if there is any collaboration between the school librarians and the teachers and to what level. The theory used is Patricia Montiel-Overall´s Teacher and Librarian Collaboration (TLC). Seven interviews with school librarians was conducted. Due to being a small study, the material was transcribed into text and read through the perspective of the school librarians only. The findings show collaboration between teachers and librarians is present but to a low level and that administrators do not take such an active part in supporting the librarians. The study provides a glimpse into this field of research on collaboration between teachers and librarians.

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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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Krslak, Elvir. "Läsförståelse: ett kollegialt samarbetsuppdrag? : En kvalitativ intervjustudie med lärare i årskurs tre med fokus på samarbete med bibliotekarier kring läsförståelse." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82639.

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In this study, a total of five teachers were interviewed in grade three from four different schools in Stockholm. Three of these schools are located in different suburbs and one school is located in the central part of Stockholm. The starting point of the study is statistics that show a negative development with, in particular, the students who have Swedish as a second language. This study provides an insight into how teachers in grade three of elementary school in Stockholm work with their students to develop reading comprehension. In the study of reading comprehension, this study focuses on the Reciprocal Teaching (RT) method. RT is a well-established reading comprehension strategy designed to bridge the difference between poor readers and good readers. The study shows that not all teachers are familiar with the RT method and also that teachers do not work consistently with all parts of this method. Furthermore, the study also gives an insight into the question of whether the teachers see the librarian as a possible partner in the process. To measure the level at which the teachers collaborate with school librarians, Montiel-Overall's (2005) Teacher Librarian Collaboration (TLC) theory was chosen. TLC theory is an attempt to make practical use of Loertscher’s taxonomy by grouping the low, medium and high levels of collaboration into four models (Model A: coordination, Model B: cooperation, Model C: integrated instruction and Model D: integrated curriculum.) that help define and measure the effect of each model on students’ achievements. This study concludes that the teachers so far haven’t thought about their school librarian as a potential partner with the stated purpose of increasing the students' reading comprehension. The levels of collaboration are predominantly on the low end of the TLC models (Model A: coordination, Model B: cooperation), meaning that teachers and librarians help each other for mutual benefit but no conscious effort is made to plan, teach and evaluate together.

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Lyons, Reneé C. "Duets: A Harmony of Reading Teachers and Librarians for Differentiated Instruction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2390.

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Passos, Rosemary. "Uso das ferramentas e suportes de pesquisas na recupera??o da informa??o : estudo da capacita??o do professor-pesquisador." Pontif?cia Universidade Cat?lica de Campinas, 2003. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/836.

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Made available in DSpace on 2016-04-04T18:36:43Z (GMT). No. of bitstreams: 1 Rosemary Passos.pdf: 846677 bytes, checksum: af03c3a21f5caf359c4a396de5582270 (MD5) Previous issue date: 2003-02-21
The main hypothesis presented here, in this researcher, is that the knowledge , the use of tools and support for the recovery of information, allied with the normalization of the technical structure used in scientific works, if applied since from the very beginning of any course (college graduation, post graduation or specialization), will be essential to the professor s formation. The main objectives of this work were to present analyse with an emphasis in the importance of the use of technics in information recovery and bibliographical normalization, in the process of professor s formation with the cooperation of the librarian. With the help of user s capacitacion seminar, idealized by Libraries System of UNICAMP - SBU, but created specifically for the educational area; to make a general evaluation about the user s capacitacion seminar and its structure; to investigate the quality of the attendance in the reference service of the Faculty of Education the UNICAMP Library. The research method utilized here was the case study, which provided an elaboration of a diagnosis with approaches of the characteristics of a group of students, about their difficulties in utilizing the resources for the information recovery and the use of the library services. The study showed during its development, the importance to make the professor more capable in what concerns to informational resources, the necessity of qualification and capacitation of librarians to work as educators to the college students, the necessity of the creation of disciplines with a special focus in this aspects inside for the classroom and principally the interactivity between librarians and professors, in order to develop a effective partnership in the educational environment.
A principal hip?tese, apresentada nesta pesquisa, ? a de que o conhecimento e o uso de ferramentas e suportes para recupera??o da informa??o, e a normaliza??o da estrutura t?cnica de trabalhos cient?ficos, se aplicados desde o in?cio de qualquer curso (p?s-gradua??o, gradua??o, especializa??o), ser?o fundamentais para a forma??o de professores. Os objetivos desse trabalho foram apresentar uma an?lise que enfatizasse a import?ncia do uso de t?cnicas de recupera??o de informa??o e normaliza??o bibliogr?fica no processo de forma??o de professores, com a colabora??o do bibliotec?rio, utilizando-se de um Curso de Capacita??o de Usu?rios, estruturado pelo Sistema de Bibliotecas da UNICAMP SBU, mas direcionado especificamente para a ?rea educacional; fazer uma avalia??o geral do Curso de Capacita??o em sua estrutura; e investigar a qualidade de atendimento no servi?o de refer?ncia da Biblioteca da Faculdade de Educa??o da UNICAMP. O m?todo de pesquisa utilizado foi o de Estudo de Caso, que possibilitou a elabora??o de um diagn?stico com abordagens das caracter?sticas do grupo de alunos que faziam parte da amostra, analisando suas dificuldades em utilizar os recursos para a recupera??o da informa??o e utiliza??o dos servi?os da biblioteca. O estudo demonstrou durante seu desenvolvimento, a import?ncia da capacita??o de professores no que se refere aos recursos informacionais, a necessidade de qualifica??o e capacita??o dos bibliotec?rios para atuarem como educadores perante os alunos dos cursos, a necessidade do estabelecimento de disciplinas que contemplem esses aspectos dentro da sala de aula, e principalmente a intera??o entre bibliotec?rios e professores, para que estes dois profissionais possam desenvolver um trabalho em parceria no contexto educacional.

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Beaird, Marilyn Miller. "The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2221/.

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This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

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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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Roach, Catharyn. "Attitudes Toward the Contemporary Role of the Library Media Specialist in the Overall Elementary School Program in North Central Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332317/.

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The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.

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Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of collaboration was not established, the survey indicated that teachers who had received information about the media center in general were more likely to collaborate with media specialists. In order to increase instructional partnerships, it is recommended that schools of education increase information about the media center in their curriculum to better prepare pre-service teachers to collaborate with media specialists.

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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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Ryan, John Nicholas. "A critical policy analysis of the new opportunities fund-ICT training for teachers and school librarians." Thesis, University of the West of England, Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444532.

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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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Stannett, A. "Resource use in teaching and learning at school : An investigation of some factors influencing teachers, students and librarians." Thesis, University of Surrey, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355372.

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Recker, Mimi, Jim Dorward, Deonne Dawson, Sam Halioris, Ye Liu, Xin Mao, Bart Palmer, and Jaeyang Park. "You Can Lead a Horse to Water: Teacher Development and Use of Digital Library Resources." Association for Computing Machinery (ACM), 2005. http://hdl.handle.net/10150/106196.

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This article presents findings from approximately 150 users who created instructional projects using educational digital library resources. One hundred of these users were teachers participating in professional development workshops on the topic of digital libraries. Our iterative approach to tool and workshop development and implementation was based on a framework that characterizes several input, output, and process variables affecting dissemination of such technologies in educational contexts. Data sources involved a mix of qualitative and quantitative methods, including electronic surveys, interviews, participant observations, and server log file and artifact analyses. These multiple and complementary levels of analyses reveal that despite teachers reporting great value in learning resources and educational digital libraries, significant and lasting impact on teaching practice remains difficult to obtain.

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Ralph, Marilyn. "A case study of year eleven students and their information literary process: The role of the teacher librarian." Thesis, Ralph, Marilyn (2004) A case study of year eleven students and their information literary process: The role of the teacher librarian. Masters by Research thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/41571/.

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Loipha, Smarn. "The role of library science departments of teachers colleges and universities in continuing professional education for librarians in Thailand." Thesis, University of North Texas, 1992. http://books.google.com/books?id=nvXgAAAAMAAJ.

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Alsana, Norah. "FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1334.

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AN ABSTRACT OF THE DISSERTATION OF NORAH OMAR ALSANA, for the Doctor of Philosophy degree in CURRICULUM & INSTRUCTION, presented on March 2017, at Southern Illinois University Carbondale. TITLE: FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS MAJOR PROFESSOR: Dr. John McIntyre The purpose of this concurrent triangulation mixed- method study is to identify pre-service teachers’ competency and future classroom practice regarding information literacy. Another purpose was to identify pre-service teachers’ perceptions of the librarian’s role in developing information literacy practice. The study was also designed to identify the faculty members’ perceptions of pre-service teachers’ practice of information literacy. The sample contained 117 female pre-service teachers in the Quantitative phase and 8 pre-service teachers and 4 faculty members in the qualitative phase at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh, Saudi Arabia. The finding revealed that pre-service teachers were knowledgeable about information literacy skills. However, their knowledge competency was a mostly theoretical knowledge that they did not have time or learning experiences to practice. Also, The pre-service teachers showed limited preparation to practice information literacy not only as students but also as teachers. They also showed a positive interest to learn who to practice information literacy in their future teaching only to improve their students’ knowledge about the subject, not to teach students these skills, which is related to the second level of IL practice skill. The finding also showed that pre-service teachers were dependence on instructors to explain IL skills processes, believing these were the faculty’s role rather than the librarian’s who did not have the role more than finding resources to them. Base on the result, I recommend an integrated to the information literacy skills to practice through all the subject matters and evaluate their (pre-service teacher) practice not only as students but also as future teachers. Also, I recommend the university from administrators, faculty members, and librarians to enhance the awareness among students about the important of IL skills and work cooperatively to influence the students’ capacity to practice that not only as seekers but also as future providers to this competency.

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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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Djurström, Linda. "Lärare och skolbibliotekariers samarbete : Utifrån TLC-modellerna." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254325.

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This two year masters thesis is written in the scientific field of library- and information science. The purpose of the study is to investigate the collaboration between teachers and librarians in different types of school library organisations. Two school libraries with only the school as a target group, two integrated public- and school libraries, one school library division and one public library that provides the school with school library services has been studied. The study takes place in Uppland. The theoretical framework used is based on Montiel-Overall and her four models of collaboration: coordina-tion, cooperation, integrated instruction and integrated curriculum. The first research question focuses on the col-laboration between teachers and librarians based on each of the TLC-models. The second research question goes into factors that limit collaboration between librarians and teachers. The methods used are qualitative text analysis and qualitative interviews. The main focus is on the interviews. The study is based on the librarians point of view. The interviews and the text analysis are analysed together under six different subject fields based on the research questions. Collaboration takes place largely within the models A (coordination) and B (cooperation). Some collabora-tions conducted in the school library organisations has however components from model C (integrated instruc-tion). It is less common with deeper forms of collaborations in the result of this study. A lack of resources like time has been observed that limits the collaboration between teachers and librarians. The collaboration between teachers and librarians need to be emphasized and prioritized.

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Sandberg, Tova. "Avstånd och användning : en jämförande studie av lärares använding av skolbibliotek i undervisningen." Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225646.

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The purpose of this Master thesis is to examine whether there is a connection between distance to the schoollibrary and the extent to which teachers are using it as an integral part of their teaching. The study aims to answerif the physical distance to the school library is affecting teachers' ways of working with the library, if it affects thecollaboration between teachers and librarians and finally if teachers that are using a school library outside theschool premises are doing so less as an integral part of their teaching compared to teachers that have access to aschool library within the schools premises.The study is based on qualitative interviews with six teachers in the intermediate stage of the nine-yearcompulsory school, of which three have access to a school library within the school premises and three haveaccess to a school library outside the school premises. The two groups of teachers are compared in order to findout if there is a connection between distance to the school library and the usage of it. Loertscher's school librarymedia program and teacher taxonomy have been used as a theoretical framework.The study shows that the teachers who use a school library within the school premises have a bettercollaboration with the librarians than the ones who use a school library outside the school premises. The studyalso show that theese libraries are an integral part of the teaching to a higher degree. However, it is not shownbeyond doubt that the physical distance to the library is the determining factor for the teacher's results. Otherfactors, such as the fact that the school libraries outside the school premises at the same time are functioning aspublic libraries, may also have influenced the result.This is a two years master's thesis in Archive, Library and Museum studies.

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Auman, Judy Bogan. "Joint parent/caregiver and child book reading and the parents as teachers program." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/aumanj/judyauman.pdf.

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Stevenson, Alexander. "Resource centres in secondary education with particular reference to teacher and pupil attitudes in selected secondary schools in Natal." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15826.

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Includes bibliography.
Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

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Lind, Emma. "Den stereotypa skolbibliotekarien? : En studie om icke yrkesverksamma lärare och lärarassistenters syn på skolbibliotekarien." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-47043.

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The aim of this bachelor thesis has been to explore how teachers with long experience in the profession look upon the school librarian, if they see and are affected by any stereotypes. As my method I have interviewed five teachers and asked them a series of questions about how they have worked with the school librarians during the years and what they have thought about when they would hear the word librarian. I have used three major research questions: Since teachers visit the school library quite often in their occupation, how do they perceive the school librarian? How are teachers affected by the stereotypical image of the librarian? According to the teacher, has the librarian changed during the last 40 years? I have tried to distinguish if the teachers I interviewed talked about any stereotypical attributes, based on which I conducted an analysis about my findings. I was surprised to find that the teachers do not seem to have a stereotypical image of the school librarian, rather that they know that stereotypes exist but that they have realized that the librarians they met in their profession do not fit in any of the stereotypes. Still when they did talk about the stereotypical librarian they immediately thought of the old grumpy lady with her hair in a bun and glasses, who is very strict and boring. This study is rather limited by its size, which is why my findings only reflect a part of what teachers might think and not necessarily what everyone thinks.

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Adéen, Maria-Magdalena, and Anna Folkesson. ""Att tända gnistan och få den att flamma upp" : Samverkan mellan lärare och skolbibliotekarier på låg-och mellanstadiet." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35809.

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The aim of this bachelor thesis is to examine the collaboration between school librarians and teachers in primary school, in order to illustrate how the two professions can work together, how they see their own roles and how they look at the other professionals´ roles. We also discuss earlier studies in LIS concerning collaboration between teachers and librarians. The method of investigation is qualitative interviews with practicing school librarians and teachers, we interviewed three school librarians and three teachers from three different schools in the same county. As a basis of the discussion and analysis Andrew Abbott's theory of professions is used. The thesis shows that collaboration differs between the schools. The difference in itself depends on the schools principal views of the school library. The professions need to develop their understanding for each other´s roles and competences in order to develop the best possible collaboration.

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Olsson, Therese. "Informationskompetens : En fenomenografisk undersökning av skolledares uppfattningar om informationskompetens." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183594.

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The aim of my “two years master thesis” was to examine school administrators perceptions about important information literacy skills that the students should be able to control, perceptions about what role the teachers and the librarians have in teaching students information literacy and perceptions about the collaboration between these groups. My questions have been: Have the school administrators reflected upon the conception of information literacy? What conceptions do school administrators have about important information literacy skills that the students should be able to control? What role do they consider the teachers and the librarians to have in making all students information literate? How do they consider the collaboration between the teachers and the librarians work? What role do they consider themselves to have on a management level to make all students’ information literate? I used a phenomenographical method and carried out six qualitative interviews with school administrators from five senior high schools in the municipality of Gävle. Both public schools and independent schools were included in the study. Most of the school administrators considered information literacy to be the same as criticism of sources, which they also considered as one of the most important information literacy skills. Only one of the school administrators thought that information literacy is about arranging the information. All of the school administrators thought that the teachers have the main responsibility for the education in information literacy. The librarians were by the school administrators considered not to be used at their full potential and the perceptions about the librarians tasks was that they were to be a guidance in databases, tempt students in to reading by talking about books and ask students critical questions through the information literacy process. The school administrators thought that the collaboration between the teachers and the librarians was satisfying. All of the school administrators thought that they should provide the right conditions for collaboration between the groups, but that the school administrators should not run the project. One of the reasons why the school administrators in my essay focused on criticism of the sources and not on the arranging of information can be due to that information literacy is vaguely described in the school curriculum. A conclusion in the study is that the school administrators have insufficient knowledge and insight in how the collaboration between the teachers and the librarians work and that the school administrators do not allocate enough time for the teachers and librarians to collaborate.

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Dissertations / Theses on the topic 'Teacher librarians'

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