Collaboration, leadership and Response to Intervention examined in new School Library Research articles

For Immediate Release
Mon, 07/16/2012

Contact:

Jennifer R Habley
Manager, Web Communications
American Association of School Librarians (AASL)
800-545-2433 ext.4383
jhabley@ala.org

CHICAGO — Three new research articles covering the topics of the process of teacher/school librarian collaboration, the role of the school librarian as a leader in technology integration and the function of school librarians in Response to Intervention (RtI) are now available online as part of the American Association of School Librarian’s online journal, School Library Research.

In “Collaboration as School Reform: Are There Patterns in the Chaos of Planning with Teachers?,” researcher Sue Kimmel examines the process and the work that goes into a collaboration between teachers and other professionals. Kimmel’s study uncovered persistent patterns in the types of activities that made up the collaborative process between a team of second-grade teachers and a school librarian across the school year.

Melissa Johnston’s research, described in the article “School Librarians as Technology Integration Leaders: Enablers and Barriers to Leadership Enactment,” investigates the current practice of accomplished school librarians to identify what factors are enabling some to thrive as technology integration leaders and what factors are hindering others. The report identifies and categorizes the enablers and barriers experienced by school librarians in enacting a leadership role in technology integration, a discussion of implications for the profession, and areas of future research.

To accomplish the research described by “School Librarians and Response to Intervention,” researchers Jennifer Robins and Patricia Antrim surveyed school librarians in schools that practice RtI to determine the processes needed to implement RtI programs. Using the data gathered, Robins and Antrim determined that school librarians have opportunities to lead and assist teachers and to impact student achievement through seven processes.

“New studies just published in Volume 15 of School Library Research address topics that have particular and timely relevance to building-level school librarians,” said Jean Donham, editorial board chair. “The editorial board is happy to see research that informs our practice so directly, whether the topic is technology integration, Response to Intervention, or librarians' collaboration with teachers.”

School Library Research (ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology, and continues to welcome manuscripts that focus on high quality original research concerning the management, implementation, and evaluation of school library programs.

The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), promotes the improvement and extension of library services in elementary and secondary schools as a means of strengthening the total education program. Its mission is to advocate excellence, facilitate change and develop leaders in the school library field.