Research on teacher and librarian collaboration: An examination of underlying structures of models

Montiel-Overall, Patricia

doi:10.1016/j.lisr.2007.04.006

Cited by 23 publications

(5 citation statements)

References 18 publications

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“…The project highlighted some important pedagogical preconditions for successful educational use of library resources in literacy education: collaborative teaching and school environments, support by institutional leaders, systematic collaboration between teachers and librarians related to planning and implementation, a well-developed and fully staffed school library, and collaboration between the school and public library. These factors are consistent with the findings of several other studies (Codispoti and Hickey, 2007;Kurtila-Matero, Huotari, & Kortelainen, 2010;Montiel-Overall, 2007;Rafste, 2005;Streatfield et al, 2011;Vaagan 2004;Virkus, 2003).…”

Section: Does Library Use Enhance Intercultural Education?supporting

confidence: 92%

Can Library Use Enhance Intercultural Education?

Pihl

2017

Teacher and Librarian Partnerships in Literacy Education in the 21st Century

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This article explores the questions to what extent educational research addresses library use in education and how the library can contribute to intercultural education. The focus is primarily on elementary education in Europe. Analysis of research publications was based on searches for peer-reviewed journals in international databases, literary reviews and empirical studies.The findings indicate that research on library use and library resources is underresearched in educational research, including intercultural educational research. Research publications on educational use of library resources are found primarily within 'Library and information science'. The review and empirical studies indicate that education based on the use of library resources can help realise important aims of intercultural education including provision of non-segregated education, development of reading engagement and literacy achievement among first and second language learners that exceeds that within traditional literacy programmes, multilingual development, integration of information literacy in content learning, empowerment of students as competent library users, and intercultural education based on diverse content learning within arts, social sciences and natural sciences. However, teachers and principals need to collaborate with librarians to realise these aims. Further educational studies are needed to explore the potential of library use to enhance intercultural education in the twenty-first century.

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Section: Does Library Use Enhance Intercultural Education?supporting

confidence: 92%

Can Library Use Enhance Intercultural Education?

Pihl

2017

Teacher and Librarian Partnerships in Literacy Education in the 21st Century

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“…• Facilitate a culture of collaboration in which librarians and teachers co-plan projects (Loertscher, 2000;Montiel-Overall, 2007). • Have an atmosphere where colleagues have strong relationships and trust one another (Montiel-Overall, 2008).…”

Section: Towards the Model -Facets Of A Good School Librarymentioning

confidence: 99%

Leading for Learning: A Model for Best Practice in School Libraries

Judge¹,

McMenemy²

2014

Management and Leadership Innovations

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This chapter introduces a model for school libraries in Scotland, based on best practices as identified in the literature, and on five case studies undertaken in schools, two in the United States and three in Scotland. The research design was qualitative, and used grounded theory and multiple case study methods. The model represents an ideal set of circumstances for school libraries in Scotland, highlighting the interconnected web of influences that affect the success of a school library in meeting professional standards. These influences primarily fall in three areas: the school librarian, the school environment, and the professional support available to the librarian. The school librarian is the primary leader of the school library programme, but factors in these other two areas can provide opportunities and barriers that can help or hinder the success of the library service. For instance, the findings suggest that school-based factors such as curriculum, scheduling, technology facilities, and staffing can have significant influence over the access the librarian has to teachers and students. Our model includes all three areas in describing a set of circumstances that would allow a school library programme to thrive and meet the highest professional standards.

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“…However, little is known about how collaboration between teachers and librarians occurs, what practices are involved in collaborative endeavors, and how teacher and librarian collaboration is facilitated and/or inhibited. While there is much anecdotal evidence regarding successful teacher and librarian collaboration, there is little hard research that defines specific practices leading to successful collaboration (Montiel-Overall 2007).…”

Section: Literature Reviewmentioning

confidence: 99%