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.
Listening for Learning in the Talk: An Ethnographic Story of the School Librarian as Broker in Collaborative Planning with Teachers
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Created on 8/1/2010
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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.