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| Auteurs principaux: | , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
1997
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=ED412959 |
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| _version_ | 1867181894388416512 |
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| author | Brown, Jean Sheppard, Bruce |
| author_facet | Brown, Jean Sheppard, Bruce Brown, Jean Sheppard, Bruce |
| collection | Education Resources Information Center |
| contents | Teacher-Librarians in Learning Organizations. Brown, Jean Sheppard, Bruce Beliefs Educational Change Educational Cooperation Elementary Secondary Education Foreign Countries Information Technology Interpersonal Competence Interprofessional Relationship Knowledge Base for Teaching Leadership Librarian Teacher Cooperation Library Role Lifelong Learning Media Specialists Motivation School Libraries Teacher Role Teamwork Technological Advancement Technological Literacy Values Teacher-librarians in a learning organization must function both as members of teams engaged in organizational learning and as leaders of leaders. Teacher-librarians must be a mirror image of teachers, plus contribute more to the school. This paper examines the characteristics of the work of teachers and teacher-librarians in four major categories: knowledge base; technical skills; personal, interpersonal, and team skills; and values and beliefs. The knowledge base and technical skills, plus new information technology provide new mental models for all teachers. The acceptance of resource-based learning, with its emphasis on life long learning, is consistent with personal mastery, a key discipline of the learning organization. To assume this leadership role, teacher-librarians will have to remain on the cutting edge and must be exemplars of personal mastery. In addition, they need strong personal, interpersonal, and team skills. They will succeed in meeting this challenge only if they are motivated by deeply held values and beliefs regarding the development of a shared vision, one that includes the right of all to develop a love of lifelong learning and the skills to make that possible. This right extends not only to students but also to their teachers, for teacher-librarians must increasingly assume a role in staff development and training. For teacher-librarians to fill the leadership role, and to gain the support and respect of the school principal, they must have the credibility that comes from being the mirror-image of other teachers, plus more. (Contains 43 references.) (SWC) |
| format | Recurso educativo Open Access |
| id | eric_ED412959 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1997 |
| record_format | eric |
| spellingShingle | Teacher-Librarians in Learning Organizations. Brown, Jean Sheppard, Bruce Beliefs Educational Change Educational Cooperation Elementary Secondary Education Foreign Countries Information Technology Interpersonal Competence Interprofessional Relationship Knowledge Base for Teaching Leadership Librarian Teacher Cooperation Library Role Lifelong Learning Media Specialists Motivation School Libraries Teacher Role Teamwork Technological Advancement Technological Literacy Values Teacher-Librarians in Learning Organizations. Brown, Jean Sheppard, Bruce Beliefs Educational Change Educational Cooperation Elementary Secondary Education Foreign Countries Information Technology Interpersonal Competence Interprofessional Relationship Knowledge Base for Teaching Leadership Librarian Teacher Cooperation Library Role Lifelong Learning Media Specialists Motivation School Libraries Teacher Role Teamwork Technological Advancement Technological Literacy Values Teacher-librarians in a learning organization must function both as members of teams engaged in organizational learning and as leaders of leaders. Teacher-librarians must be a mirror image of teachers, plus contribute more to the school. This paper examines the characteristics of the work of teachers and teacher-librarians in four major categories: knowledge base; technical skills; personal, interpersonal, and team skills; and values and beliefs. The knowledge base and technical skills, plus new information technology provide new mental models for all teachers. The acceptance of resource-based learning, with its emphasis on life long learning, is consistent with personal mastery, a key discipline of the learning organization. To assume this leadership role, teacher-librarians will have to remain on the cutting edge and must be exemplars of personal mastery. In addition, they need strong personal, interpersonal, and team skills. They will succeed in meeting this challenge only if they are motivated by deeply held values and beliefs regarding the development of a shared vision, one that includes the right of all to develop a love of lifelong learning and the skills to make that possible. This right extends not only to students but also to their teachers, for teacher-librarians must increasingly assume a role in staff development and training. For teacher-librarians to fill the leadership role, and to gain the support and respect of the school principal, they must have the credibility that comes from being the mirror-image of other teachers, plus more. (Contains 43 references.) (SWC) |
| title | Teacher-Librarians in Learning Organizations. |
| topic | Beliefs Educational Change Educational Cooperation Elementary Secondary Education Foreign Countries Information Technology Interpersonal Competence Interprofessional Relationship Knowledge Base for Teaching Leadership Librarian Teacher Cooperation Library Role Lifelong Learning Media Specialists Motivation School Libraries Teacher Role Teamwork Technological Advancement Technological Literacy Values |
| url | https://eric.ed.gov/?id=ED412959 |