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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2012
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ970024 |
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Table of Contents:
- Retrospective Reflection: Insight into Pre-Service School Librarians' Competencies and Skill Development as Revealed through Field Notes Stefl-Mabry, Joette Dequoy, Elyse Stevens, Sandra Library Education Graduate Students Elementary Secondary Education School Libraries Grade 5 Librarians Skill Development Case Studies Formative Evaluation Summative Evaluation Partnerships in Education Models Reflection Higher Education Elementary School Students This paper seeks to expand our understanding of how educators, and in particular school librarians, acquire and use professional-practice knowledge. This exploratory study, grounded in "lived practice" (Spillane, Hunt, and Healey, 2009) uses reflective analysis to amplify competencies and skill development in pre-service school library education. The project positions graduate students and fifth-grade students as teachers and learners, and challenges pre-service school librarians to learn to teach by reflecting upon professional practice during their field experience. In this case study pre-service school librarians reflect-in-action, reflect-on-action (D. Schon, 1987), and reflect-after-action (retrospective reflection) via the use of field notes, student work, interviews with Pre-K-12 students, and the development and implementation of formative and summative assessments as the pre-service school librarians worked together with fifth-graders on the design, development, and implementation of a technology-enhanced curriculum project. This study addresses the need, identified by scholars in this and related fields (Melser, 2004; Ravid and Handler, 2001), "to provide more information about the dynamics of collaboration" between university and school partnerships (Ravid and Handler, 2001, xi). (Contains 1 table, 1 figure and 1 footnote.)