Librarians and teachers as research partners: reshaping practices based on assessment and reflection
|Title:||Librarians and teachers as research partners: reshaping practices based on assessment and reflection|
|Authors:||Harada, Violet H.|
|Citation:||Harada, V. H. (2005). Librarians and teachers as research partners: Reshaping practices based on assessment and reflection. School Libraries Worldwide, 11(2), 49-72. Prepublication version.|
The key to building instructional leadership is empowering partners to examine their
Frequent critical reflection is a formal and central part of inquiry. The idea of reflective
The process of reflection is not necessarily a private activity. Research on restructuring schools indicates that teachers in effective schools do not operate in isolation (Newmann & Wehlage 1995). Student achievement is related to teachers being collaboratively responsible for student learning. McGregor (2004) stipulates that library media specialists must situate themselves “solidly in the middle of this collaboration” (202). As key members of school communities, they have a crucial stake in contributing to the quality of teaching that shapes student learning.
Information Power: Building Partnerships for Learning (AASL & AECT, 1998) places
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