ERIC Number: ED447488
Record Type: RIE
Publication Date: 2000-Jul-14
Developing a Teacher-Librarian Partnership in a Literature-Based Approach.
Jones, Joanna R.
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)
Descriptors: Elementary Education, Interprofessional Relationship, Librarian Teacher Cooperation, Library Role, Reading Instruction, Teacher Role
For full text: http://jockheck.northern.edu/newzealand.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the International Reading Association World Congress on Reading (18th, Auckland, New Zealand, July 11-14, 2000).