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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1999
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED437059 |
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| _version_ | 1867180883347243008 |
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| author | Hughes, Sandra |
| author_facet | Hughes, Sandra Hughes, Sandra |
| collection | Education Resources Information Center |
| contents | The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study. Hughes, Sandra Case Studies Change Agents Comparative Analysis Educational Change Educational Philosophy Elementary Education Higher Education Instructional Development Interviews Learning Resources Centers Librarian Attitudes Librarian Teacher Cooperation Librarians Library Education Library Instruction Library Role Library Services Program Implementation School Libraries Whole Language Approach This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES) |
| format | Recurso educativo Open Access |
| id | eric_ED437059 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1999 |
| record_format | eric |
| spellingShingle | The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study. Hughes, Sandra Case Studies Change Agents Comparative Analysis Educational Change Educational Philosophy Elementary Education Higher Education Instructional Development Interviews Learning Resources Centers Librarian Attitudes Librarian Teacher Cooperation Librarians Library Education Library Instruction Library Role Library Services Program Implementation School Libraries Whole Language Approach The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study. Hughes, Sandra Case Studies Change Agents Comparative Analysis Educational Change Educational Philosophy Elementary Education Higher Education Instructional Development Interviews Learning Resources Centers Librarian Attitudes Librarian Teacher Cooperation Librarians Library Education Library Instruction Library Role Library Services Program Implementation School Libraries Whole Language Approach This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES) |
| title | The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study. |
| topic | Case Studies Change Agents Comparative Analysis Educational Change Educational Philosophy Elementary Education Higher Education Instructional Development Interviews Learning Resources Centers Librarian Attitudes Librarian Teacher Cooperation Librarians Library Education Library Instruction Library Role Library Services Program Implementation School Libraries Whole Language Approach |
| url | https://eric.ed.gov/?id=ED437059 |