Building Relationships in the School Social Network: Science Teachers and School Library Media Specialists Report Key Dimensions

Abstract

This paper reports research results from a 2008 study of the social networks of school library media specialists (SLMS) in northTexas and a 2007/2008 survey of science teacherattitudes towards SLMS in north Texas. Analytic methodologies included: social network analysis, statistical analysis, and qualitative content analysis of interviews. Analyses of the results suggest that two key dimensions may provide a foundation for building relationships in the school social network: credibility and visibility. These dimensions may provide opportunities to strengthen the collaboration efforts between SLMS and science teachers.

Supporting STEM Education: Needs Assessment of Southeastern Rural Teacher Librarians

“…Teacher librarians can also provide a learning environment that promotes inquiry, collaboration, and exploration (Schultz-Jones, 2010;Schultz-Jones & Ledbetter, 2009Subramaniam et al, 2012, Young, 2013. Library spaces can be utilized to facilitate curiosity and inquiry to create innovative learning opportunities and these "experiences can influence STEMrelated learning and career goals" (Small, 2014, p. 17).…”

“…Previous research finds that teacher librarians do not feel confident in their content knowledge of STEM areas (Mardis, 2007;Perrault, 2007;Rawson, 2014;Rawson, Anderson, & Hughes-Hassell, 2015;Subramaniam & Edwards, 2014;Subramaniam et al, 2012;Subramaniam et al, 2013). Some attribute this to the fact that many teacher librarians come from a humanities background and lack the content knowledge in the STEM areas and are therefore hesitant to collaborate with teachers in these areas (Mardis, 2007;Perrault, 2007;Schultz-Jones, 2010;Schultz-Jones & Ledbetter, 2009Young, 2013). This lack of familiarity with the STEM areas and content standards can also lead to an inadequate collection of resources -both print and nonprint to support STEM education (Hoffman & Mardis, 2008;Mardis, 2014;Mardis, 2015;Schultz-Jones, 2010;Shultz-Jones & Ledbetter, 2009;Young, 2013).…”

“…There is a natural connection between information literacy and the STEM areas, especially math and science, in that they are both based on inquiry learning and teach the research process along with critical thinking (e.g., Mardis, 2006;Schultz-Jones, 2010;Schultz-Jones & Ledbetter, 2009;Rawson, 2014;Rawson et al, 2015;Subramaniam & Edwards, 2014;Subramaniam et al, 2012: Young, 2013. This provides the opportunities for teacher librarians to partner with STEM area teachers to in facilitate the inquiry process, develop technology fluency, and integrate different literacy practices (Mardis, 2007;Subramaniam & Edwards, 2014;Subramaniam et al, 2012;Subramaniam et al, 2013).…”

“…Observation method. Observation was chosen as complimentary to the interviews with the key informant teacher librarians due to the important part that the environment and use of space in the school library plays in supporting STEM learning (Schultz-Jones, 2010;Schultz-Jones & Ledbetter, 2009Subramaniam et al, 2012, Young, 2013. The needs assessment process is iterative and informal direct observations led to more questions for the informants during the interview.…”