Impact Studies - ILILE

School Librarian-Classroom Teacher Collaboration (ILILE Kent State University)
The purpose of this research was to understand more fully the dynamics of collaborative instructional partnerships between school librarians and classroom teachers through a systematic investigation of such partnerships established as part of the Kent State University (Ohio) Institute for Library and Information Literacy Education (ILILE) program over a three year period from 2002-2005. The ILILE program through Kent State University has the concept of collaboration between school librarians and classroom teachers as one of its foundational principles, and positions collaboration as an essential basis for the school library's engagement in the learning goals of the school. Over the three year period of the ILILE program, 170 school librarian-classroom teacher instructional collaborations (340 participants) were established. These teams engaged in extensive professional development of integrating information literacy competences into Ohio academic content standards, developing collaborative instructional units and implementing planned instructional programs.

Powerpoint Presentation: ILILE-CISSL International Research Symposium: "The Multiple Faces of Collaboration" Kent State University, (2007). "The ABCDE of Teacher-School Librarian Collaboration: Advances, Barriers, Challenges, Directions, Enablers" Report of findings from the study.

Todd, R. J. & Heinstrom, J. (2008). Summary report: The Dynamics of Classroom Teacher : Library Media Specialists Instructional Collaborations .


Todd, R. J. (2008). "The dynamics of classroom teacher and school librarian instructional collaborations." Scan, 27(2), 19-28.

Abstract:
This paper documents key findings from a research study which sought to understand more fully the dynamics of instructional collaborations between teacher-librarians and classroom teachers. It is based on a systematic investigation of collaborative partnerships established as part of the Kent State University (Ohio) Institute for Library and Information Literacy Education (ILILE) program over a three year period from 2002-2005. Through the ILILE training program, 170 school librarian-classroom teacher collaborations (340 respondents) across primary, middle and high schools were mutually established. These teams engaged in extensive professional development of integrating information literacy competences into Ohio academic content standards, developing collaborative instructional units and implementing planned instructional programs. The 170 teams constituted the population for gathering rich and detailed perceptions of school librarian:classroom teacher collaborations.

 
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