Teacher and librarian collaboration: A qualitative study

The twenty-first century is marked by increased challenges in education and limited resources to address them. A solution proposed within school librarianship is teacher and librarian collaboration. This qualitative study examines the practices of highly collaborative teachers and librarians and identifies mechanisms that operate within schools to facilitate high-end collaboration. Five broad themes emerge from the data and identify essential elements of successful collaboration: school culture, positive attributes of collaborators, communication, management, and motivation. This study adds to the body of knowledge of teacher and librarian collaboration by providing empirical support for collaborative practices described in school librarianship literature. The model of teacher and librarian collaboration that emerged from the data provides a preliminary framework for high-end collaborative environments in schools. Of particular interest were findings regarding time management. Participants indicated that in spite of limited time, time issues are overcome when collaboration is highly valued.     

Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation

Teacher and librarian collaboration is recommended in professional library and information science guidelines for school librarians. The guidelines suggest that when school librarians become an integral part of instruction, student learning improves. A proposed model of teacher and librarian collaboration identifies four facets of collaborative practices that are involved in teacher and librarian collaboration. The teacher and librarian collaboration model suggests that high level collaborative endeavors are most likely to have an effect on student learning. Exploratory factor analysis procedures were used to examine the structure of the Teacher and Librarian Collaboration (TLC-II) survey, an instrument developed using previously described collaborative endeavors between teachers and librarians. The analysis used responses from a sample of teachers from two school districts in the United States. Exploratory factor analysis was carried out on teacher scores (N = 194) for each of two sets of 16 questions regarding frequency of collaborative endeavors and importance to student learning. Cronbach's alpha was used to determine internal consistency reliability of the survey. Four factors emerged: Integrated Instruction, Integrated Curriculum, Coordination, and traditional cooperative roles between teacher and librarian. The factorial validity needs to be assessed with confirmatory factor analysis.     

Teachers and librarians collaborating on inquiry-based science instruction: A longitudinal study

The qualitative, longitudinal study suggests how teachers and librarians learn to collaborate on inquiry-based science lessons that link science, information literacy, and structured English immersion standards for Latino elementary students. Teachers and librarians in the study received extensive professional development training about teacher and librarian collaboration (TLC), information literacy, inquiry-based science, as well as language and culture. In addition, expert peer mentors provided background information to teachers and librarians, as well as modeled high end TLC recommended by school librarian professional guidelines. Although increased interest and high motivation are generated by TLC, findings indicate that considerable time and experience are needed to prepare teachers and librarians to collaborate on instruction. Study results also indicate that there is an apparent lack of experience with inquiry-based science, particularly in schools with a culture of direct instruction. The study highlights teachers' lack of awareness of librarians' role as instructional partners. Greater communication between the professions is urged if TLC is to be successfully implemented as a way to bolster student achievement and stay updated in important fields, such as science, where instruction appears to be lagging behind.     

学科馆员与专业教师深度合作的文检课教学探索

在分析当前文检课教学中存在问题的基础上,介绍学科馆员与教师合作进行课程改革的做法,具体包括课程内容、考核标准、教学方式、教学技巧和教学效果评估等,提出学科馆员与专业教师合作是改进文检课教学的一种有效方法。     

Building a successful information literacy infrastructure on the foundation of librarian–faculty collaboration

Building a successful information literacy infrastructure begins by creating a foundation of strong faculty–librarian relationships in conjunction with faculty development programs. This paper chronicles the faculty–librarian collaboration at Towson University in the development and teaching of information literacy instruction. Findings from the faculty survey and information literacy instruction statistics indicate that this close collaboration yields a seamless blend of core subject information and information seeking/evaluation skills.     

An exploratory study of the collaborative relationship between teachers and librarians in Singapore primary and secondary schools

Research on the collaborative relationship between teachers and school librarians in the developed nations of the Western world, particularly in the United States, has shown that overall student achievement and performance improves significantly with increased collaboration. In Singapore, very little research has been conducted on the collaborative relationship between teachers and school librarians. It was thus timely and necessary to examine the situation in Singapore schools, especially when established findings have favorably promoted this collaboration. This exploratory study investigated the level of collaboration between teachers and librarians in Singapore primary and secondary schools. A total of 76 teachers from seven schools participated in the study. The level of collaboration was very low and teachers had yet to regard the school librarian as an educational partner who could add value to the school curriculum. This article presents recommendations for promoting a more dynamic and effective collaborative relationship between teachers and school librarians in Singapore.     

Integrating Information Literacy into Business Education: A Successful Case of Faculty-Librarian Collaboration

This article reports on a successful case of collaboration between business librarians and faculty members in selecting, procuring, and servicing electronic databases in meeting academic objectives in one of the largest undergraduate business programs in the United States. Using a survey to measure students' self-reported knowledge before and after a training module developed and conducted by librarian and faculty, this study shows the extent of learning gain with respect to students' ability to locate, evaluate, and use effectively the required information. Comparing to the results of a control group of students without the training, the authors adjusted for learning gain due to other activities or measurement. The findings show significant perceived as well as objective learning gain as a result of concerted team efforts in training and teaching by the librarian and discipline faculty.     

Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students

Background: To ensure that physical and occupational therapy graduates develop evidence‐based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. Objective: This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. Methods: The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students’ ability to conduct a search independently. Results: The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. Conclusions: The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students’ long‐term retention of information literacy objectives.     

Developing a general practice library: a collaborative project between a GP and librarian

The authors report on a self‐completed questionnaire study from a North Yorkshire based general practice regarding the information needs of its clinicians. The work was carried out with a particular focus on the practice library, and the findings identified that a new approach to maintaining and developing the library was needed. The literature regarding the information needs of primary care clinicians and the role of practice libraries is considered, and compared to those of the clinicians at the practice. Discussion follows on how a collaborative project was set up between the practice and a librarian based at the local NHS Trust library in order to improve the existing practice library. Difficulties encountered and issues unique to the project are explored, including training implications presented by the implementation of electronic resources. Marketing activities implemented are discussed, how the library will operate in its new capacity, and how ongoing support and maintenance of the library will be carried out. It is concluded that although scepticism still exists regarding librarian involvement in practice libraries, collaboration between clinicians and librarians is an effective approach to the successful development and maintenance of a practice library, and recommendations are therefore made for similar collaborative work.     

Faculty-Librarian Collaboration to Teach Research Skills: Electronic Symbiosis

SUMMARY

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.     

IC and e-SCI: Postcards from the Egg

This article examines two current issues from the perspective of a librarian in a Russell Group university: the increasing importance attached to the development of teaching and learning in a research-led university, particularly the “integrated learning environment” and developments in e-research and management of the resulting “data deluge.” The role of the librarian and the need for collaboration and coordination are stressed.     

Collaborative inquiry project-based learning: Effects on reading ability and interests

The academic performance of students has been shown to be associated with reading ability. Inquiry learning can potentially enhance the reading abilities and interests of students. This study verified this proposition by examining the effects of an inquiry approach to group projects on the reading abilities of primary school students. Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong. The participants included Primary 4 students, teachers, and parents. Progress in International Reading Literacy Study (PIRLS) tests were used to evaluate the students' reading abilities; survey questionnaire and interviews were used to examine the participants' perceptions of the inquiry PBL; and the PIRLS survey was used to measure the students' attitudes and self-perceptions. Quantitative and qualitative data analyses showed positive effects on the reading abilities and attitudes of the participating students. Students' attitudes and self-perceived abilities appeared to influence the improvements in reading abilities. Finally, improvements in the students' reading comprehension, reading speed, and vocabulary were perceived. These findings provide evidence and insights to support further implementation of inquiry PBL in primary schools.     

Progressive Partnering

Abstract

A distance learning team, including select faculty, a distance learning librarian, and a distance learning administrator, worked closely to develop a pilot study which actively involves the distance learning librarian as co-instructor in an online library science course. This paper details the results of the study and highlights the successful collaboration among academic, administrative, and support units.     

CALIS三期学科馆员素养培训项目成效调研分析

基于CALIS三期学科馆员培训项目中对学员满意度的调研,详细论述了调研方案的设计,并依据调研结果对学科馆员素养培训成效进行了分析,最后对学科馆员素养培训提出了改进建议。     

CALLS三期学科馆员素养培训项目成效调研分析

基于CALIS三期学科馆员培训项目中对学员满意度的调研,详细论述了调研方案的设计,并依据调研结果对学科馆员素养培训成效进行了分析,最后对学科馆员素养培训提出了改进建议.     

Information Literacy in Pre-Service Teacher Education

Abstract

This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students.     

From Co-Location to Collaboration: Working Together to Improve Student Learning

An academic librarian and the coordinator of a campus tutoring and writing center recently relocated to the library researched their value to second-year students. Differences in the amount and type of available data called for conducting in-depth interviews with students about their research and writing processes. The researchers also reviewed relevant material regarding similar collaborative efforts at other college and universities. The gaps revealed in the environmental scan along with the best practices of librarian/writing center collaboration helped determine future steps needed for both units to move from mere co-location to working in true collaboration.     

Collaboration with the Business Career Services Office: A case study at the University of Illinois at Urbana-Champaign

This article presents a case study of the collaboration between the Business Career Services Office (BCSO) and the Business and Economics Library (BEL) at the University of Illinois at Urbana-Champaign. The collaboration with BCSO helped BEL to become a strategic partner to both the College of Business and to graduate Business students. A survey instrument used for program assessment demonstrated that library instruction helped students to realize the benefits of using library resources for their research and to feel confident in their research skills. This article suggests that instructional collaboration with student services can be a powerful tool to demonstrate the role of academic librarian as pedagogical partner, both to classroom faculty and to other campus constituencies.     

Collaborative Scholarship in Academic Library Literature: Who,What, and When

Academic librarianship is very much concerned with the scholarship of others, but what do we know about the scholarship of librarians? This empirical study examines the relationship between author demographics, article topic, and, in particular, faculty and librarian authorship collaboration in the academic library literature. Extensive data collection facilitated the analysis of trends, correlations, and frequencies. Significant findings were found regarding the number of authors, article type, and paper topic in the context of faculty and librarian authorship collaboration.