School Librarians: The Forgotten Partners

Canter, Lora Lee Smith; Voytecki, Karen; Zambone, Alana M.; Jones, Jami L.

doi:10.1177/004005991104300302

Cited by 5 publications

(1 citation statement)

References 2 publications

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“…The four key roles of a school librarian have been identified: ‘teacher, instructional partner, information specialist, and program administrator – emphasizing the vision of the school library media specialist as instructional partner’ (Cooper and Bray, 2011: 48). It has previously been argued that despite teachers’ knowledge of the value of the school library, they typically do not form working partnerships with librarians (Canter et al, 2011). In her study of highly collaborative teachers and librarians, Montiel-Overall (2008) identified the essential elements of successful collaboration as school culture, the positive attitudes of collaborators, communication, management and motivation.…”

Section: Studies Of School Librariansmentioning

confidence: 99%

Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities

Centerwall

2016

Journal of Librarianship and Information Science

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This paper reports on a research study using the Butlerian notion of performativity in the analysis of school librarian identity. The purpose is to explore how librarians at secondary and upper-secondary schools perform their identities as school librarians. Fourteen in-depth interviews were conducted. The analysis was driven by the theoretical concepts of performative identity, recognizability and intelligibility. Performing identity was found to be part of six work-tasks: to express, to position, to make visible, to remind, to inform and to explain. In conclusion, the study contributes to research on school librarian challenges, pursuits and strategies when performing professional identity in relation to teachers. Focusing on the performative acts of school librarians can contribute to understandings of their everyday challenges and deepen the understanding of the profession.

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Section: Studies Of School Librariansmentioning

confidence: 99%

Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities

Centerwall

2016

Journal of Librarianship and Information Science

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Developing the capacity of teacher‐librarians to meet the diverse needs of all schoolchildren: Project ENABLE

Myhill

Hill

Link

et al. 2012

Research in Spec Educ Needs

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US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.

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Special Collaboration

Jones

Vanderbilt

Bramblett

Advances in Library and Information Science

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This chapter provides a foundation for the development of collaborative relationships between school librarians and special educators by examining the commonalities between the roles and responsibilities of the school librarian and the special educator, through explaining the terminology and legalities associated with special needs students, and by providing strategies, tips, and techniques for effective instructional design that results in standards-based, collaborative lessons utilizing the most current instructional tools and resources to motivate student learning. This chapter also examines the educational needs, abilities, and challenges of working with students with significant cognitive disabilities.

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School Librarians: The Forgotten Partners

Cited by 5 publications

References 2 publications

Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities

Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities

Developing the capacity of teacher‐librarians to meet the diverse needs of all schoolchildren: Project ENABLE

Special Collaboration

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