Research Finding:
Principals, teachers and teacher-librarians collaborate
more in professional learning communities.
Comment
School reform research reports that schools with high
levels of professional community are not only more
effective but have school climates wherein teachers’ work
patterns are cohesive and collaborative.
Principals, teachers and teacher-librarians indicate
that there is more collaboration in professional “communities.”
Secondary school principals do not tend to recognize
the instructional role of the teacher-librarian. The
major role that they indicate is in reference and research
services whereas teacher-librarians see their major
role in instruction in information literacy. While
each group recognizes the importance of staff development
as a means of integration of information literacy in
the curriculum, principals see the major problem as
funding whereas teacher-librarians see the major barrier
as negative teacher attitudes.
Positive perceptions and expectations about consultation
and collaboration are developed through
- role clarification;
- modeling;
- proactive involvement; and
- personal experiences.
Sources
Kolenick, Patricia Liotta. (2001). Principals and
teacher-librarians: Building collaborative partnerships
in the learning community. Ed.D. dissertation.
University of Pittsburgh. 158 pp. 0-493-23622-8.
Slygh, Gyneth Liljeblad. (2000). Shake, rattle
and role! The effects of professional community on
the collaborative role of the school librarian. Ph.D.
dissertation. University of Wisconsin—Madison.
130 pp. 0-599-88932-2.
Straessle, Gretchen Anne. (2000). Teachers’ and
administrators’ perceptions and expectations
of the instructional consultation role of the library
media specialist. M.A. thesis. Pacific Lutheran
University. 112 pp. 0-599-84814-6.
