By Judith A. Sykes
Are you striving or perhaps suffering to maintain your college library alive and locate help on your courses? This booklet indicates you ways to accomplish qualitative examine and use the consequences successfully to advertise your institution library and construct a shared figuring out of the impression of faculty libraries on scholar studying. It supplies hands-on suggestions for acting motion study, together with tips to determine the context, emphasize the most factor, set objectives, expect learn results, create a plan, use instruments and strategies for accumulating facts, contain others, practice an research that may bring about a trend or topic, and boost conclusions in response to the information. features a entire, ready-made presentation in PowerPoint on an accompanying CD-ROM. A needs to for teacher-librarians and faculty library media experts trying to safe and remodel tuition library operations.
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Extra resources for Action Research: A Practical Guide for Transforming Your School Library
Taylor feels that partnerships are a powerful way of educating people for the libraries of the future. We have to overcome our own paradigm of control and develop curious, questioning people. We should not add on to what we already have, then look and talk the same. As school librarians, we have to step away from what we have, then take out and replace our own thinking—free ourselves from impediments of what we know, then go back to what we know. Unfortunately, we have not given our teachers the time, professional development, or university education to make this shift.
It is difficult to maintain authentic programs—to educate teachers about our role—but if we do, the demand will increase, not decrease. Right now, there are few qualified teacherlibrarians in Alberta schools; teachers or other personnel are in charge of school libraries rather than those schooled in information. This arises from political emphasis on autonomy and site-based management. In general, Oberg believes that site-based management works, but in specific situations if it means schools have to make decisions in areas of little expertise, it is not a good use of site-based management.
Resource-based learning necessitates the collaborative planning role of the teacher-librarian actively engaging students in the learning process. It is not resource-based teaching, where a teacher has selected a variety of resources to complement a lesson. Instead, students direct their learning in stations or centers, building knowledge structures rather than receiving them as the teaching teams model, guide, and provide examples (Sykes, 1997). Resource collections themselves must be “accurate, current, take into consideration the varied interests, abilities, learning styles, special needs, and maturity levels of students.