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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2000
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED447488 |
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| _version_ | 1867181433575964672 |
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| author | Jones, Joanna R. |
| author_facet | Jones, Joanna R. Jones, Joanna R. |
| collection | Education Resources Information Center |
| contents | Developing a Teacher-Librarian Partnership in a Literature-Based Approach. Jones, Joanna R. Elementary Education Interprofessional Relationship Librarian Teacher Cooperation Library Role Reading Instruction Teacher Role This paper examines how collaborative partnership roles are defined in an educational community. The central research question is: in situations where reading instruction is presented through a literature-based approach and library instruction is supported through a resource-based approach, how is the teacher-librarian partnership enacted in a technology-driven learning environment? It is based on a 2-year, field research-based extension of the author's original anchor study. The extension adds definition to the individual roles within the partnership and argues for the benefits resulting from current technology-driven learning environments. From analyses of field notes, artifacts and interviews, three theoretical constructs are presented: (1) to develop a collaborative partnership, the partners must be willing to support and maintain the relationship; (2) For a collaborative partnership to survive, evidence of interwoven curricula must be present; and (3) technology-driven learning adds definition to resource-based instruction. (RS) |
| format | Recurso educativo Open Access |
| id | eric_ED447488 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2000 |
| record_format | eric |
| spellingShingle | Developing a Teacher-Librarian Partnership in a Literature-Based Approach. Jones, Joanna R. Elementary Education Interprofessional Relationship Librarian Teacher Cooperation Library Role Reading Instruction Teacher Role Developing a Teacher-Librarian Partnership in a Literature-Based Approach. Jones, Joanna R. Elementary Education Interprofessional Relationship Librarian Teacher Cooperation Library Role Reading Instruction Teacher Role This paper examines how collaborative partnership roles are defined in an educational community. The central research question is: in situations where reading instruction is presented through a literature-based approach and library instruction is supported through a resource-based approach, how is the teacher-librarian partnership enacted in a technology-driven learning environment? It is based on a 2-year, field research-based extension of the author's original anchor study. The extension adds definition to the individual roles within the partnership and argues for the benefits resulting from current technology-driven learning environments. From analyses of field notes, artifacts and interviews, three theoretical constructs are presented: (1) to develop a collaborative partnership, the partners must be willing to support and maintain the relationship; (2) For a collaborative partnership to survive, evidence of interwoven curricula must be present; and (3) technology-driven learning adds definition to resource-based instruction. (RS) |
| title | Developing a Teacher-Librarian Partnership in a Literature-Based Approach. |
| topic | Elementary Education Interprofessional Relationship Librarian Teacher Cooperation Library Role Reading Instruction Teacher Role |
| url | https://eric.ed.gov/?id=ED447488 |