Listening for learning in the talk: An ethnographic story of the school librarian as broker in collaborative planning with teachers
by Kimmel, Sue Crownfield, Ph.D., THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO, 2010, 261 pages; 3418825

Abstract:

Collaboration is widely promoted in school librarianship and education, yet little is known about the talk it entails. This intrinsic case study of eight planning meetings employed a discourse analysis and socio-cultural perspective to examine the school librarian’s role as a broker for learning in the discourse of collaborative planning with three second-grade teachers. The study identified five activities in planning: orienting, making connections, coordinating, making sense, and drifting. Reading aloud from available texts provided explicit intertextuality, a form of learning. Several discourse models of school librarianship were present in the discourse including voluntary, helper, and separate silos. Implications for practice and pre-service education include the need for modeling intentional use of language and attending to teacher planning as learning.

 
AdviserBarbara B. Levin
SchoolTHE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO
SourceDAI/A 71-09, p. , Sep 2010
Source TypeDissertation
SubjectsSociology of education; Library science; Elementary education
Publication Number3418825
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