Table 1 | Table 2 | Table 3 | Table 4 | Table 5 | Table 6
Table 7 | Table 8 | Table 9 | Table 10 | Table 11
|
Table 1. How Study Participants Defined the Benefits of Classroom–Library Collaboration (N=15) | |
|
Concepts |
Times Mentioned by Individual Respondents |
|
More individualized attention for students |
11 (73%) |
|
Increased ideas |
9 (60%) |
|
Increased/integrated resources |
9 (60%) |
|
Increased creativity |
8 (53%) |
|
Broader perspectives on curriculum |
7 (47%) |
|
Support for planning |
5 (33%) |
|
Shared responsibility for curriculum |
3 (20%) |
|
Increased potential for success |
2 (13%) |
|
Lesson/unit assessment |
2 (13%) |
|
Increased student achievement/motivation, Integrated curriculum, Modeling partnership or teamwork, Professional growth for teachers, Support for curriculum standards |
1 (7%) |
|
Table 2. Pre– and Post–Preservice Education: Questions Related to the Roles of School Library Media Specialists in Instruction, N=15 (pre) and N=15 (post) | |||||
|
Question: School library media specialists should be responsible for |
Strongly Agree |
Agree |
Disagree |
Strongly |
Don’t |
|
teaching reading. |
1 (7%) 1 (7%) |
3 (20%) 6 (40%) |
10 (66%) 6 (40%) |
|
1 (7%) 2 (13%) |
|
teaching research skills. |
2 (13%) 6 (40%) |
11 (73%) 7 (47%) |
2 (13%) 2 (13%) |
|
|
|
teaching every area of the school curriculum. |
2 (13%) |
1 (7%) 4 (27%) |
7 (47%) 7 (47%) |
6 (40%) 2 (13%) |
1 (7%) |
|
Table 3. Pre– and Post–Preservice Education: Questions Related to the Cooperative and Collaborative Roles of School Library Media Specialists, N=15 (pre) and N=15 (post) | |||||
|
Question: School library media specialists should |
Strongly Agree |
Agree |
Disagree |
Strongly |
Don’t |
|
help classroom teachers find materials. |
6 (40%) 9 (60%) |
8 (53%) 6 (40%) |
1 (7%) |
|
|
|
help classroom teachers design and plan lessons and units of instruction. |
5 (33%) |
4 (27%) 8 (53%) |
9 (60%) 1 (7%) |
1 (7%) 1 (7%) |
1 (7%) |
|
help classroom teachers co-teach lessons and units of instruction. |
3 (20%) |
7 (47%) 12 (80%) |
6 (40%) |
|
2 (13%) |
|
assess students’ learning on projects in which they have taught some or many components. |
2 (13%) 3 (20%) |
9 (60%) 12 (80%) |
3 (20%) |
|
1 (7%) |
|
provide in-services for classroom teachers to help improve teaching practices. |
1 (7%) 6 (40%) |
6 (40%) 7 (47%) |
7 (47%) 0 |
|
1 (7%) 2 13%) |
|
school library media specialists should help classroom teachers learn new technologies. |
3 (20%) 8 (53%) |
8 (53%) 5 (33%) |
3 (20%) 1 (7%) |
|
1 (7%) 1 (7%) |
|
Table 4. Pre– and Post–Preservice Education: Questions Related to the School Library Media Programs, Principal Support, and Student Achievement, N=15 (pre) and N=15 (post) | |||||
|
Statement: |
Strongly Agree |
Agree |
Disagree |
Strongly |
Don’t |
|
School library media programs should be a critical part of the literacy program of the school. |
9 (60%) 13 87%) |
5 (33%) 2 (13%) |
1 (7%) |
|
|
|
School principals should set the expectation for classroom–library collaboration. |
4 (27%) 4 (27%) |
7 (47%) 10 (66%) |
2 (13%) 1 (7%) |
|
2 (14%) |
|
When school library media specialists and classroom teachers collaborate for instruction, student achievement should increase. |
9 (60%) 13 (87%) |
5 (33%) 2 (13%) |
1 (7%) |
|
|
|
Table 5. Post–Preservice Education: Questions Related to University Classroom Interventions Related to the Practice of Classroom-Library Collaboration (N=15) | |||||
|
Question: During my preservice education, |
Strongly Agree |
Agree |
Disagree |
Strongly |
Don’t |
|
the texts I read about classroom–library collaboration influenced my thinking about the role of school library media specialists. |
8 (53%) |
6 (40%) |
1 (7%) |
|
|
|
guest speakers' testimonials about classroom–library collaboration influenced my thinking about the role of school library media specialists. |
9 (60%) |
6 (40%) |
|
|
|
|
the instructor’s testimonials about classroom–library collaboration influenced my thinking about the role of school library media specialists. |
11 (73%) |
4 (27%) |
|
|
|
|
my own experience collaborating with classmates on assignments increased the value I place on collaboration. |
12 (80%) |
2 (13%) |
1 (7%) |
|
|
|
my own experience collaborating for instruction with a classmate during my practicum increased the value I place on collaboration. |
8 (53%) |
5 (33%) |
2 (13%) |
|
|
|
my own experience collaborating for instruction with a mentor teacher during my practicum increased the value I place on collaboration. |
4 (27%) |
7 (46%) |
1 (7%) |
|
3 (20%) |
|
my own experience collaborating for instruction with college instructors increased the value I place on collaboration. |
6 (40%) |
7 (46%) |
1 (7%) |
|
1 (7%) |
|
Table 6. Level of Professional Staffing in Student Teaching School Placements (N=14) | ||||
|
Full-Time Certified |
Half-Time Certified School Library Media Specialist |
Paraprofessional Serving in the Role |
No Library |
Fixed Library Schedule |
|
8 |
2 |
3 |
1 |
12 |
|
Table 7. Post–Student Teaching Survey: Questions Related to the Cooperative and Collaborative Roles of School Library Media Specialists (N=14) | ||||
|
Question: During my student teaching experience, |
Yes |
No |
Don’t Know |
Not Applicable |
|
the school library media specialist was responsible for teaching reading. |
1 (7%) |
10 (72%) |
|
3 (21%) |
|
the school library media specialist was responsible for teaching research skills. |
6 (43%) |
5 (36%) |
2 (14%) |
1 (7%) |
|
the school library media specialist was an educator responsible for teaching every area of the school curriculum. |
|
11 (79%) |
2 (14%) |
1 (7%) |
|
the school library media specialist helped classroom teachers find materials. |
9 (64%) |
4 (29%) |
|
1 (7%) |
|
the school library media specialist helped me design and plan a lesson, lessons and/or a unit of instruction. |
|
13 (93%) |
|
1 (7%) |
|
the school library media specialists co-taught lessons or units of instruction with me. |
1 (7%) |
12 (86%) |
|
1 (7%) |
|
the school library media specialist assessed students’ learning on projects for which she/he taught one or more components. |
1 (7%) |
12 (86%) |
|
1 (7%) |
|
the school library media specialist provided in-service training and offered other forms of professional development for me and/or other classroom teachers. |
2 (14%) |
10 (72%) |
1 (7%) |
1 (7%) |
|
the school library media specialist helped me or other classroom teachers learn new technologies. |
1 (7%) |
11 (79%) |
1 (7%) |
1 (7%) |
|
I observed or heard that other classroom teachers collaborated with the school library media specialist. |
1 (7%) |
12 (86%) |
|
1 (7%) |
|
Table 8. Post-Student Teaching Survey: Questions Related Library Programs, Principal Support, and Student Achievement (N=14) | ||||
|
Question: During my student teaching experience, |
Yes |
No |
Don’t Know |
Not Applicable |
|
the school library media program was a critical part of the literacy program of the school. |
6 (43%) |
7 (50%) |
|
1 (7%) |
|
the school schedule provided time for classroom–library collaboration. |
3 (21%) |
10 (72%) |
|
1 (7%) |
|
the principal at the school where I did my student teaching established an expectation for classroom–library collaboration and to provide planning time/support for collaboration. |
|
9 (64%) |
4 (29%) |
1 (7%) |
|
I noticed that student achievement increased when I collaborated with the school library media specialist. |
2 (14%) |
4 (29%) |
|
8 (57%) |
|
Table 9. Level of Professional Staffing and Type of Schedules in First Year of Classroom Teaching Schools (N=12) | |||
|
Certified |
Paraprofessional |
No One in the Role/No Library |
Fixed Library Schedule |
|
7 |
2 |
3 |
6 |
|
Table 10. Post–First Year Classroom Teaching Survey: Questions Related to the Cooperative and Collaborative Roles of School Library Media Specialists (N=12) | |||
|
Question: During my first year of classroom teaching, the school library media specialist |
Yes |
No |
Don’t Know |
|
was responsible for teaching reading. |
|
10 (83%) |
2 (17%) |
|
was responsible for teaching research skills. |
6 (50%) |
5 (42%) |
1 (8%) |
|
was an educator responsible for teaching every area of the school curriculum. |
|
10 (83%) |
2 (17%) |
|
helped classroom teachers find materials. |
10 (83%) |
2 (17%) |
|
|
helped me design and plan a lesson, lessons and/or a unit of instruction. |
|
12 (100%) |
|
|
co-taught lessons or units of instruction with me. |
2 (17%) |
10 (83%) |
|
|
assessed students’ learning on projects for which she/he taught one or more components. |
|
12 (17%) |
|
|
provided in-service training and offered other forms of professional development for me and/or other classroom teachers. |
3 (25%) |
7 (58%) |
2 (17%) |
|
helped me or other classroom teachers learn new technologies. |
2 (17%) |
9 (75%) |
1 (8%) |
|
Table 11. Post–First Year Classroom Teaching Survey: Questions Related to School Library Media Programs, Principal Support, and Student Achievement (N=12) | |||
|
Question: During my first year of classroom teaching, |
Yes |
No |
Don’t Know |
|
the school library media program was a critical part of the literacy program of the school. |
7 (58%) |
5 (42%) |
|
|
the school schedule provided time for classroom-library collaboration. |
3 (25%) |
9 (75%) |
|
|
the principal set the expectation for classroom-library collaboration. |
1 (8%) |
9 (75%) |
2 (17%) |
|
I noticed that student achievement increased when I collaborated with the school library media specialist. |
1 (8%) |
6 (50%) |
5 (42%) |
