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Denton Inquiry Study

Denton Inquiry Study. Selected Research Dr. Barbara Schultz-Jones, Associate Professor, University of North Texas and Dr. Judi Moreillon, Assistant Professor, Texas Woman’s University. Objectives: At the end of this presentation, you will be able to:

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Denton Inquiry Study

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  1. Denton Inquiry Study Selected Research Dr. Barbara Schultz-Jones, Associate Professor, University of North Texas and Dr. Judi Moreillon, Assistant Professor, Texas Woman’s University

  2. Objectives: At the end of this presentation, you will be able to: Cite the research related to the inquiry process and to collaboration. Cite the benefits to students and educators of teacher/faculty and librarian collaboration. Identify the benefits of a K-20 perspective and strategy for lifelong learning.

  3. Inquiry: A Research-based Strategy Information Search Process (ISP) Affective - Feelings Cognitive - Thoughts Physical - Actions (Kuhlthau 1985)

  4. Inquiry: A Research-based Strategy Information Search Process (ISP) Initiation Selection Exploration Formulation Collection Presentation Assessment (Kuhlthau 1985)

  5. Inquiry: A Research-based Strategy ISP and Guided Inquiry Design Framework Initiation - Open Selection - Immerse Exploration - Explore Formulation - Identify Collection - Gather Presentation – Create and Share Assessment – Evaluate and Reflect (Kuhlthau 2007, 29)

  6. Inquiry: A Research-based Strategy Zone of Intervention based on the Zone of Proximal Development (Vygotsky) Adult facilitator intervention needed throughout the inquiry process (Kuhlthau 2004)

  7. Inquiry: A Research-based Strategy “Third space” - Negotiated School curriculum (2nd space) that is relevant to personal outside-of-school experience (1st space) (Bhabha 1994, Maniotes 2005)

  8. Research Evidence Research in eighteen states and one Canadian province shows that well-funded, professionally-staffed school library programs based on classroom-library collaboration correlate positively with student achievement, particularly in reading (Library Research Service 2012). Summary: http://libweb.mansfield.edu//upload/kachel/ClassChart.pdf

  9. Research Evidence The Texas study, Texas School Libraries: Standards, Resources, Services and Students’ Performance, showed that collaboration between school librarians and classroom teachers and school librarians who provide instruction to students and inservices for teachers have a positive correlation with student achievement (Smith 2001).

  10. More Evidence … School librarians have the greatest impact on student achievement when they practice coplanning, coteaching, teaching ICT (information and communication technology), and providing inservice workshops. These are among the library predictors of students’ academic achievement on standardized tests, particularly in reading and language arts (Achterman 2008, 62-65).

  11. Still More Evidence… In a collaborative school culture, teachers report that the school library conducts substantial, cost-effective, hands-on professional development through the cooperative design of learning experiences; school librarians have instructional expertise; and…

  12. Still More Evidence… the school library offers a learning environment that is based on a “complex model of teaching and learning of teaching and learning that is exploratory and highly motivational” (Todd, Gordon, and Lu 2012, xxii-xxiii).

  13. Still More Evidence Administrators correlate a successful educational program with an active, collaborative, and resourceful library program (Lance et. al. 2010, 15-16). Principals who support collaborative efforts amongst classroom teachers and school librarians acknowledge the results of these efforts are demonstrated in academic achievement and increased scores on standardized tests.

  14. Still more evidence In a collaborative school culture, principals: “endorse a whole school, 21 century learning environment where educators model collaboration for students as they collaborate; encourage a culture of innovation, risk taking, and high expectations and acknowledge the actions school librarians take to shape a school culture of deep learning” (Todd, Gordon, and Lu 2012, xxii).

  15. Evidence IN Practice Teachers/instructional partners in learning spaces is the second on a new list of abilities for academic librarians. (Walters and Skinner 2011).

  16. Evidence IN Practice School librarians’ effectiveness as educators may hinge on being considered a peer by classroom teacher colleagues and equals with classroom teachers by administrators. As Zmuda and Harada attest, “Effective partnerships help teachers to meet their existing priorities, which include the implementation of a standards-based curriculum” (2008, 38).

  17. Evidence OF Practice As you read your take-home issue of School Library Monthlythink about developing strategies for incorporating evidence-based practice into classroom-library and other collaborative planning and coteaching situations.

  18. References Achterman, Doug. “Haves, Halves, and Have-nots: School Libraries and Student Achievement in California.” Dissertation,University of North Texas, 2008.Denton, Texas: UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/ (accessed September 17, 2012). Bhabha, Homi K. The Location of Culture. New York: Routledge, 1994. Kuhlthau, Carol C. Teaching the Research Process. New York: The Center for Applied Research in Education, 2nd ed. Scarecrow Press, 1985, 1994. Kuhlthau, Carol C. Seeking Meaning: A Process Approach to Library and Information Science. 2nd ed. Westport, CT: Libraries Unlimited, 2004. Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited, 2007. Lance, Keith C., Marcia J. Rodney, and Bill Schwarz. “The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho.” School Library Monthly 26, no. 9 (2010): 14-17. Library Research Service. School Library Impact Studies. http://lrs.org/impact.php (accessed September 17, 2012).

  19. References Maniotes, Leslie K. “The Transformative Power of Literary Third Space.” Dissertation, University of Colorado, Boulder, 2005. Smith, Ester G. Texas School Libraries: Standards, Resources, Services and Students’ Performance, 2001. https://www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html (accessed September 17, 2012). Todd, Ross J., Carol A. Gordon, and Ya-Ling Lu. “Clone the School Librarian”: Evidence of the Role of the School Librarian in Professional Development. In Growing Schools: Librarians as Professional Developers, eds. D. Abilock, K. Fontichiaro, and V. Harada. (xxi-xxiii). Santa Barbara, CA: Libraries Unlimited, 2012. Walters, Tyler, and Katharine Skinner. “New Roles for New Times: Digital Curation for Preservation.” Washington, D.C.: Association of Research Libraries, 2011. http://www.arl.org/bm~doc/nrnt_digital_curation17mar11.pdf (accessed September 17, 2012). Zmuda, Allison, and Violet H. Harada. Librarians as Learning Specialists: Meeting the Imperative for the 21st Century. Westport, CT: Libraries Unlimited, 2008.

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