Research Finding:
Teachers, including pre-service teachers, form their
views of the role of the teacher-librarian based
primarily on their experience working with teacher-librarians.
Comment
Pre-service teachers’ views of information literacy
instruction are formed through exposure to instruction,
relationships with faculty, experience, and their own
performance and attitude.
Experience is the only significant predictor of attitude,
that is, a positive and successful experience results
in a positive attitude toward information literacy
instruction. Performance and attitude are significantly
correlated.
The effects of the relationship of pre-service teachers
with faculty on performance and attitude are mediated
through the effects of exposure and experience. Where
pre-service teachers work with faculty who value information
literacy instruction and incorporate experiences in
course work, these student teachers have a more positive
attitude toward such instruction.
Pre-service teachers overestimate their skills and
abilities in information literacy, based on their positive
attitudes and comfort levels.
Teacher-librarians with whom pre-service students
have worked, whether as students or teachers, have
an impact on their views of the role of the teacher-librarian.
In other words, lack of instruction in college courses
on the role of the teacher-librarian can be overcome
successfully only through experience with teacher-librarians
as student teachers.
With only limited knowledge from course work on the
role of the teacher-librarian, pre-service teachers
have varied perceptions of the role(s) of the teacher-librarian
based on these individual experiences.
TLs can have a positive effect on perceptions of their
role by acting as positive role models and leaders
in their schools and school communities.
Sources
Hayden, Janis Theresa Wool. (2000). Perceptions,
beliefs, and expectations of preservice and epxe4rinced
middle school teachers regarding the roles of school
library media specialists. Ph.D. dissertation.
Georgia State University. 171 pp. 0-599-99196-8
Neely, Teresa Yvonne. (2000). Aspects of information
literacy: A sociological and psychological study.
Ph.D. dissertation. University of Pittsburgh. 313
pp. 0-599-79962-5.
