The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III

This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school libr...

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Bibliographic Details
Published inSchool library research Vol. 15
Main Authors Montiel-Overall, Patricia, Hernandez, Anthony C. R
Format Journal Article
LanguageEnglish
Published Chicago American Library Association 01.01.2012
American Association of School Librarians
Subjects
Attitude Change
Collaboration
Control Groups
Elementary Education
Elementary School Teachers
Elementary Schools
Faculty Development
Grade 3
Grade 4
Intervention
Librarian Attitudes
Librarian Teacher Cooperation
Librarians
Library Personnel
Perceptions
Pretests Posttests
Professional development
School librarians
School Libraries
Teacher Attitudes
United States (Southwest)
Workshops
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Summary:This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used as a pre- and postworkshop measure to evaluate teachers’ and librarians’ perceptions of their collaborative endeavors. The instrument was used with intervention and control teachers and school librarians to assess their perceptions about how frequently they collaborated and how important their collaboration was to student learning. Participants included librarians from six elementary schools, and third-grade and fourth-grade teachers attending intervention workshops, and a control group who did not attend the workshops. Findings indicate that professional development workshops can significantly change teachers’ perceptions about collaborating with school librarians. Of particular interest are changed perceptions in the intervention group regarding high-end collaborative endeavors involving integrated jointly planned and taught lessons.
ISSN:2165-1019
2165-1019