UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content
Fuente:
ERIC Institute of Education Sciences
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2017
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181413691817984 |
|---|---|
| author | Scott, Rebecca Inskip, Charles |
| author_facet | Scott, Rebecca Inskip, Charles Scott, Rebecca Inskip, Charles |
| collection | Education Resources Information Center |
| contents | UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content Scott, Rebecca Inskip, Charles Foreign Countries Qualitative Research Reading Lists School Libraries Classroom Techniques Best Practices Curriculum Design Teacher Attitudes Librarian Attitudes Summer Programs Reading Programs Content Analysis Behavioral Objectives Library Role User Needs (Information) Elementary Education Semi Structured Interviews This paper reports the findings of a small-scale qualitative study that explored the perceptions of and approaches used by UK school librarians and teachers in the design and use of reading lists. The research question was: "What is the best way to construct reading lists to maximize their benefit in the school library or classroom?" The research strategy adopted for the study was thematic analysis. The data collected from five semi-structured interviews was analyzed and a thematic map produced. The analysis identified four key themes that shape construction of reading lists: content, user, purpose, and format. The content was selected using a range of methods, including patron-driven, literary merit, exclusion, textual variety, and curriculum. The user was central to the design with reading lists being parent-driven and pupil-centered. The purpose was situated within a wider reader-development curriculum. However, the participants perceived that the reading list was a less-effective method of reader development than face-to-face interaction with pupils. Four recommendations to improve practice in similar contexts are suggested. The conclusion reached was that UK preparatory school librarians' and teachers' construction of reading lists is a complex practice that attempts to balance pupils' reading for pleasure with their needs for literacy attainment. |
| format | Recurso educativo Open Access |
| id | eric_EJ1150541 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content Scott, Rebecca Inskip, Charles Foreign Countries Qualitative Research Reading Lists School Libraries Classroom Techniques Best Practices Curriculum Design Teacher Attitudes Librarian Attitudes Summer Programs Reading Programs Content Analysis Behavioral Objectives Library Role User Needs (Information) Elementary Education Semi Structured Interviews UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content Scott, Rebecca Inskip, Charles Foreign Countries Qualitative Research Reading Lists School Libraries Classroom Techniques Best Practices Curriculum Design Teacher Attitudes Librarian Attitudes Summer Programs Reading Programs Content Analysis Behavioral Objectives Library Role User Needs (Information) Elementary Education Semi Structured Interviews This paper reports the findings of a small-scale qualitative study that explored the perceptions of and approaches used by UK school librarians and teachers in the design and use of reading lists. The research question was: "What is the best way to construct reading lists to maximize their benefit in the school library or classroom?" The research strategy adopted for the study was thematic analysis. The data collected from five semi-structured interviews was analyzed and a thematic map produced. The analysis identified four key themes that shape construction of reading lists: content, user, purpose, and format. The content was selected using a range of methods, including patron-driven, literary merit, exclusion, textual variety, and curriculum. The user was central to the design with reading lists being parent-driven and pupil-centered. The purpose was situated within a wider reader-development curriculum. However, the participants perceived that the reading list was a less-effective method of reader development than face-to-face interaction with pupils. Four recommendations to improve practice in similar contexts are suggested. The conclusion reached was that UK preparatory school librarians' and teachers' construction of reading lists is a complex practice that attempts to balance pupils' reading for pleasure with their needs for literacy attainment. |
| title | UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content |
| topic | Foreign Countries Qualitative Research Reading Lists School Libraries Classroom Techniques Best Practices Curriculum Design Teacher Attitudes Librarian Attitudes Summer Programs Reading Programs Content Analysis Behavioral Objectives Library Role User Needs (Information) Elementary Education Semi Structured Interviews |
| url | https://eric.ed.gov/?id=EJ1150541 |