Information literacy skills are needed to help solve real-world problems, but K–12 students lack
these skills. The purpose of the study was to use Michael Fullan’s (2007) Change Theory
initiation phase to investigate teachers’ perceptions of their own openness to change and about
collaboration between a school librarian and a teacher in the context of information literacy
instruction. An explanatory sequential mixed-methods study was used to analyze teacher
perceptions by means of a quantitative survey and school librarians’ qualitative reactions
(gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that
teaching information literacy skills was the role of both school librarians and teachers.
However, grading, assessing students’ progress, and teaching content-related information were
the role of the teacher. The classroom teachers and school librarians both reported
collaboration by dividing the lesson instead of working together on standards, planning, and
assessments. A key finding that could contribute to successful implementation of change is
gathering input from individual teachers by means of surveys and discussions in department
meetings and communicating educational changes through faculty and department meetings.
- Subject:
- Education
- Library and Information Science
- Material Type:
- Reading
- Author:
- Sarah Crary
- Date Added:
- 07/30/2019