Secondary Teachers' Perceptions on Collaboration and Teaching Information Skills

Abstract

Information literacy instruction helps students’ academic achievement (Smalley, 2004; O’Sullivan & Dallas, 2010) and requires collaborative instruction between the librarian and teacher. This study is a follow up of the author’s previous research in order to address the limitations of a small sample and lack of rural population (Crary, 2019). In addition, this study expands on the use of Fullan’s (2007) Change Theory to initiate the change towards collaborative instruction of these skills from the teacher’s perspective. Secondary education (ages 11-18) teachers (N = 404) in North Dakota responded to a survey. Results were analyzed for teachers’ perceptions about collaborative roles between a school librarian and a classroom teacher regarding information literacy skills. The results indicated teachers teaching information literacy alone or collaborating with the librarian are more open to change. Schools need to provide ongoing professional development on information literacy and collaboration.

From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

“…Surprisingly, neither openness to educational change nor school support variables predicted positive or negative experiences during the shift to online distance teaching, despite their well-reported role in teachers' readiness to integrate technology (e.g., Crary, 2019 ; Vanderlinde & van Braak, 2010 ). These findings advocate the unique role of positive and negative experiences beyond technology acceptance, supporting the importance of adding them as distinct variables to existing acceptance models.…”

“…In our study, despite the openness to change scale's good internal consistency, it is possible that its adaptation to technology-related changes impacted the measured variables. It may also be that the systemic, large-scale, and swift change in the teaching systems explored in our study was not properly measured by this scale, which was originally developed by Crary (2019) for small-scale changes. Support of the notion that openness or readiness to accept change doesn't play a pivotal role in large-scale technological shifts can be found in the fact that it was not found as a main subcategory in the qualitative phase of this study as well.…”

“…The Openness to Education Change Questionnaire ( Crary, 2019 ) is an eight-item questionnaire designed to identify the degree of openness to changes in teaching among teachers . The reliability of the scale in the present study was very good ( Cronbach's alpha = .89).…”

Keeping it real: integrating critical media literacy education in a U.S. public school

“…This law also requires the creation of media literacy standards to be designed by library media specialists and professional development for teachers (Salman, 2023). New Jersey's K -12 framework will include curriculum on the research process and how information is created and produced, critical thinking and using information resources, research methods including the difference between primary and secondary sources, and the difference between (Crary, 2019;Fontichiaro & Johnston, 2020;Korona, 2020).…”

“…A united vision can also help ameliorate reticence or negativity associated with change or the perception that something is out of our scope (Crary, 2019;Senge et al, 2004). A cohesive effort for ongoing professional learning can encourage the use of new and best practices and techniques (Allen et al, 2022;Ziatdinov & Cilliers, 2021).…”