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Voices at the Table: Collaboration and Intertextuality

Voices at the Table: Collaboration and Intertextuality

Sue C. Kimmel
Copyright: © 2014 |Pages: 12
ISBN13: 9781466643611|ISBN10: 1466643617|EISBN13: 9781466643628
DOI: 10.4018/978-1-4666-4361-1.ch005
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MLA

Kimmel, Sue C. "Voices at the Table: Collaboration and Intertextuality." Collaborative Models for Librarian and Teacher Partnerships, edited by Kathryn Kennedy and Lucy Santos Green, IGI Global, 2014, pp. 44-55. https://doi.org/10.4018/978-1-4666-4361-1.ch005

APA

Kimmel, S. C. (2014). Voices at the Table: Collaboration and Intertextuality. In K. Kennedy & L. Green (Eds.), Collaborative Models for Librarian and Teacher Partnerships (pp. 44-55). IGI Global. https://doi.org/10.4018/978-1-4666-4361-1.ch005

Chicago

Kimmel, Sue C. "Voices at the Table: Collaboration and Intertextuality." In Collaborative Models for Librarian and Teacher Partnerships, edited by Kathryn Kennedy and Lucy Santos Green, 44-55. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4361-1.ch005

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Abstract

While we often associate reading aloud with children and particularly younger children, the practice of reading aloud has historically been a way for a community to share texts for information and enjoyment. Findings from a year-long study of a school librarian collaborating with a team of second grade teachers demonstrates the value of reading aloud in building background knowledge and vocabulary, modeling, understanding curriculum, creating common texts, and reading for enjoyment. Reading aloud brought other voices to the table in a clear example of intertextuality. Implications are shared for school librarians interested in similar practices as well as future research related to the impact of the school librarian on classroom instruction and student learning.

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