Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers through Digital Video Production

Autor/inn/en	Green, Lucy Santos; Chassereau, Karen
Titel	Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers through Digital Video Production
Quelle	In: Journal of Education for Library and Information Science, 62 (2023) 2, S.185-205 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2022-0015
Schlagwörter	School Libraries; Library Instruction; Librarian Teacher Cooperation; Preservice Teacher Education; Preservice Teachers; Information Literacy; Information Sources; Partnerships in Education; Inquiry; Units of Study; Library Research; Instructional Design; Team Teaching + Suchen Sie Ihr Suchwort? School library; Schulbibliothek; Bibliotheksverzeichnis; Lehramtsstudiengang; Lehrerausbildung; Informationskompetenz; Information source; Informationsquelle; Hochschulpartnerschaft; Lerneinheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Teamteaching
Abstract	The last ten years in school library research reflect an expanded definition of information literacy along with a stronger emphasis on in-depth information literacy development, concluding that a fundamental shift in instruction provided by school librarians is needed; one that not only helps students find information, but develops students' abilities to interact with, and learn from information, engaging with it in critical ways. Collaboratively designed and implemented through an instructional partnership between the school librarian and a classroom teacher, Guided Inquiry instruction helps students gain meaningful understanding and develop a personal perspective by exploring, comparing, and contrasting multiple information sources. Despite the frequently touted benefits of instructional partnerships between school librarians and classroom teachers, these structures are rarely, if ever, modeled by school library and pre-service teacher educators. This study examined the process and challenges inherit in designing and modeling Guided Inquiry units of instruction, through a school librarian instructional partnership model, in pre-service teacher education, exploring its impact on teacher candidate willingness to identify school librarians as co-teachers. Findings from the present study indicate Guided Inquiry units co-taught by school library educators and teacher educators help teacher candidates both successfully navigate the research process and develop a mental model of the school librarian as a co-teacher. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01