Title: Two Heads Are Better than One: Influencing Preservice Classroom Teachers’ Understanding and Practice of Classroom–Library Collaboration
Authors: Judi Moreillon, PhD, is Adjunct Assistant Professor, School of Information Resources and Library Science, University of Arizona
Source: American Association of School Librarians (AASL)
Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom–Library Collaboration proposed to identify the factors involved in educating future K–8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher education students’ understandings of collaboration through their preservice education, student teaching, and first year of classroom teaching. The participants were enrolled in a teacher preparation program facilitated by the researcher, a former SLMS. The goal of this mixed-methods case study was to suggest critical components of preservice education, student teaching, and first-year teaching experiences that influence novice classroom teachers’ classroom–library collaborations. This article provides an overview of the study, a review of relevant literature, and the data collected, including findings from four surveys as well as other data sources. This study shows that interventions during preservice education were important influencers. However, the findings clearly indicate that the educators serving in K–8 school library positions and the supports, or lack thereof, for classroom–library collaboration during student teaching and first-year classroom teaching were the most influential factors in determining whether or not these beginning educators collaborated with SLMSs for instruction.