Collaborative Models for Librarian and Teacher Partnerships

Collaborative Models for Librarian and Teacher Partnerships

Kathryn Kennedy (International Association for K-12 Online Learning, USA) and Lucy Santos Green (Georgia Southern University, USA)
Indexed In: SCOPUS
Release Date: July, 2013|Copyright: © 2014 |Pages: 282
DOI: 10.4018/978-1-4666-4361-1
ISBN13: 9781466643611|ISBN10: 1466643617|EISBN13: 9781466643628
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Description & Coverage
Description:

Once considered designated storytellers, modern library professionals are emerging as experts in technology integration, information literacy, and curriculum alignment. Though, their collaboration with technology specialists and administrators continues to be a struggle.

Collaborative Models for Librarian and Teacher Partnerships brings together best practices and innovative technological approaches in establishing the media specialist-teacher partnership. Highlighting theoretical concepts of case based learning, knowledge repositories, and professional learning communities; this book is an essential practical guide for professional development specialists, administrators, library media specialists, as well as teacher educators interested in maintaining and developing collaborative instructional partnerships using emerging digital technologies.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Community Development
  • Foster Administrative Support
  • Information Literacy and Research Collaborations
  • Procedures for Collaborative Planning
  • School Librarians as Online Course Designers
  • Virtual Collaboration
Reviews and Testimonials

"Summary: Highly recommended. This book would be of value to librarians and to school teachers as it has a wide variety of very well written and detailed chapters that could be used to plan and enact collaborative partnerships. [...] Some chapters gave specifics on how to collaborate with special audiences. Especially beneficial and helpful were the chapters on collaborative learning design and project based learning, as well as those that gave specific examples of collaborative projects, like the one between an English teacher and a librarian in Chapter 12. It was especially helpful that hints were given on reuse and adaptation of the Shakespeare project. Overall, the idea that there were many types of collaboration and that collaboration of any sort was worth doing and doing well was a message worth hearing."

– CD McLean, Library Department Chair at Berkeley Preparatory School

Professionals from two fields guide classroom teachers and school librarians through the process of beginning, nurturing, and maintaining collaborative instructional partnerships using new and emerging digital technologies. The volume could be used in professional development, joint lesson planning, and developing online collaborative units. The topics include teaching multiple literacies through collaboration, preparing stakeholders for the school librarian's instructional partnership role, collaborative learning design in librarian and teacher partnerships, exponential impact on the school library, and the collaborative process as a journey rather than a destination.

– Annotation ©2013 Book News Inc. Portland, OR

Kennedy and Green’s compilation of successful partnerships will appeal to new as well as veteran professionals, both in the classroom and the library. This compilation of worthwhile collaborations will assist those professionals who encounter challenges in establishing instructional partnerships. This volume is strongly recommended to be included on the shelf of every school library.

– Alice Crosetto, American Reference Books Annual
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Editor/Author Biographies
Kathryn Kennedy is the Director of Research for the International Association for K-12 Online Learning (iNACOL). In this position, she is responsible for providing multiple venues for disseminating research, establishing an annual research agenda, and conducting and coordinating research studies to help inform the field of K-12 blended and online learning. Her practical experiences include pre-service and in-service teacher, technology specialist, and school librarian professional development for technology integration and instructional design in traditional, blended, and online learning environments. Her research interests deal directly with her practical experience and concentrate mostly on education professionals and their preparation for next generation learning models, including but not limited to blended and online learning environments.
Dr. Lucy Santos Green has over a decade of experience as a classroom teacher and school librarian in both large, urban school systems and rural areas. Currently, she is an Assistant Professor of Instructional Technology at Georgia Southern University where she designs and teaches graduate courses in school librarianship, web design, and online pedagogy. Dr. Green received a doctorate in Instructional Technology from Texas Tech University, a Master of Library Science from Texas Woman’s University and a Bachelor of Music in Music Education from East Texas Baptist University. Her research and publications focus on school librarianship in the twenty-first century, the integration of Web 2.0 technologies in K-12 environments and online pedagogy.
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