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Listening for Learning in the Talk: An Ethnographic Story of the School Librarian as Broker in Collaborative Planning with Teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sue Crownfield Kimmel (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Barbara Levin

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.

Additional Information

Publication
Dissertation
Language: English
Date: 2010
Keywords
Collaboration, Discourse, Ethnography, Planning, School Librarian
Subjects
Effective teaching $z United States.
School librarians.
Lesson planning.
Cooperation.
Libraries and teachers.
Discourse analysis $z United States.