JEWLScholar@MTSU Repository

School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role

Show simple item record

dc.contributor.author Reed, Karen N
dc.contributor.author Oslund, Eric L
dc.date.accessioned 2018-07-31T14:37:17Z
dc.date.available 2018-07-31T14:37:17Z
dc.date.issued 2018-07
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5713
dc.description.abstract The Every Student Succeeds Act (ESSA) has created additional opportunities for school librarians to collaborate with classroom teachers, reading specialists, and other educators in support of schools’ literacy goals. This potential for expanded collaboration suggests a need for increased focus on reading instruction as part of the school librarian’s workload. For a variety of reasons, school librarians may not see this role as a priority within the scope of their many other duties. This convergent mixed-methods study sought to examine the effect of a professional development series emphasizing reading comprehension strategies on school librarians’ knowledge and perceptions. Results indicated that participants experienced statistically significant knowledge gains as well as increased acceptance of an enhanced role in literacy instruction. en_US
dc.language.iso en_US en_US
dc.publisher School Library Research en_US
dc.subject school librarians en_US
dc.subject Every Student Succeeds Act en_US
dc.subject reading instruction en_US
dc.subject professional development en_US
dc.title School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search JEWLScholar@MTSU


Browse

My Account

Statistics