ERIC EJ1079996: Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

2015·1.1 MB·English

by  ERIC

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FEATURE usage requests to the ALA Office of Rights and Permissions.
Fostering
Technology-Rich
Service-Learning
Experiences
between School
Librarians and
Teacher Education
Programs
Craig E. Shepherd
[email protected]
Tonia Dousay
[email protected]
Cassandra Kvenild
[email protected]
Tamara Meredith
[email protected]
44 Knowledge Quest | School Library and University Partnerships
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Volume 44, No. 2 | November/December 2015 45
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
By forging partnerships with teacher-
preparation programs, school librarians
can provide fieldwork sites rich in
technology while helping pre-service
teachers understand how school libraries
support student learning.
Service Learning Within the context of teacher predicated on the belief that both
education, however, teaching the process and outcomes of service
Service learning provides an
residency or student teaching may learning are universally beneficent”
authentic outlet for learners to
be different from service-learning (Butin 2003, 1678). Thus, forming
apply knowledge and skills. More
activities because student teaching a partnership between the teacher
specifically, Joseph A. Erickson
focuses on providing an opportunity education program and a service
and Jeffrey B. Anderson defined
for university students to develop participant is a cornerstone to
service learning as a way to combine
their teaching skills as opposed to implementing service learning.
community service with academic
giving back to the community. A
expectations (1997). Anderson
later referred to service learning service learning activity should Library Perspective
focus on the needs of Pre-K–12
as both an educational philosophy School libraries are untapped
partners and provide outlets for
and instructional method (1998). resources for fieldwork by pre-
service participants to apply and
Service learning offers a wide variety service teachers. According to Amy
refine related skills (LaMaster
of potential activities. Volunteer and Bitterman, Lucinda Gray, and
2001). Both student teaching and
community service are at one end of Rebecca Goldring (2013), a majority
service learning are field-based
the spectrum while internships and of paid staff in public school
activities, but the emphasis and
field-based activities are at the other libraries in the United States are
intent are different. “Service
(Butin 2003). state-certified teachers, and most of
learning practice and scholarship is
those school librarians provide both
46 Knowledge Quest | School Library and University Partnerships
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
technology and regularly scheduled focuses of courses also influence Because pre-service teachers in a
library sessions to elementary needs and contexts for service technology-integration course were
and secondary students. Many learning. For example, pre-service beginning their degree programs,
school librarians have expertise teachers in diversity-focused courses they were not at a point where they
in pedagogy and standards-based are best served by experiences could assume primary instructor
curriculum development, both involving multicultural and ethnic responsibilities. Since stakeholders
for information literacy and for expectations. How a teacher focuses wanted pre-service teachers to
technology integration. Melissa lessons in a culturally homogenous be actively involved in lesson
P. Johnston (2012) noted that setting can differ greatly from implementation, they focused on
school librarians are expected to lessons in a culturally diverse informal, after-school programs.
serve as technology leaders within setting; e.g., lessons at a public
their schools and that they are school on a Native American To examine feasibility, test
frequently overlooked in this role by reservation may focus more on local curricular ideas, and explore
researchers and academics. events than lessons at an urban available resources, university
school that takes a more regional faculty volunteered in after-school
By forging partnerships with approach. Similarly, those in clubs during one semester. During
teacher-preparation programs, technology-integration courses need this experience, school librarians
school librarians can provide experiences that include exposure and university faculty determined
fieldwork sites rich in technology to common classroom technologies the experience would be mutually
while helping pre-service teachers and the literacies, policies, and beneficial. Pre-service teachers
understand how school libraries procedures associated with their would gain authentic technology-
support student learning. Service- uses. Yet Marlene Asselin (2000) integration experiences, and
learning opportunities in school found that few teachers knew about librarians would receive consistent
libraries also open the door for information, media, and technology help. Pre-service teachers would
future collaboration between school literacies or how they related to the need background checks prior to
librarians and researchers. More role of school librarians. Teacher entering local schools; to allow
pragmatically, pre-service teachers educators should seek opportunities for processing time, stakeholders
can provide additional support and to connect pre-service teachers with decided to start the experience eight
knowledge for ambitious technology in-service librarians and address weeks into the university semester.
programming in school libraries. this gap. Rebecca Hunt and Lara
For understaffed libraries, the Luetkehans noted “by initiating Next, one section of the course
efforts of a few service-learning library-classroom collaboration pilot-tested the experience at two
volunteers can allow the school early in a teacher’s development it elementary and one K–9 school.
librarian to enrich existing lesson is possible that student teachers will Pre-service teachers signed up for
plans or even add additional sessions embrace the school librarian as an after-school experiences based on
or after-school clubs. instructional partner throughout their availability and their subject
their career” (2013, 14). and grade-level interests. Pre-
Teacher Education Perspective service teachers were asked to sign
up for an hour a week and volunteer
Locating service-learning activities Partnership Development
for a minimum of eight weeks. No
can be challenging for teacher
Based on these needs, faculty more than five pre-service teachers
education programs. Because local
at the University of Wyoming were allowed to volunteer for the
school districts are frequently
began conversations with school same timeslot in each program.
asked to participate in research,
librarians about the feasibility of School librarians evaluated pre-
residency programs, and other
pre-service teachers volunteering service teachers’ professionalism (33
initiatives, they may be reticent
in authentic settings to gain percent of the final grade) during
to commit to new activities. The
technology-integration skills. the experience. By default, pre-
Volume 44, No. 2 | November/December 2015 47
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
service teachers received full points about practical use and challenges technology purchases were then
on this criterion, but librarians with technology in schools. Each of more easily made with documented
were asked to take attendance and these benefits aligned with library classroom use and hands-on
report problems. goals for curriculum development, experience with the tools.
collaborative instruction, and the
During the pilot test, librarians promotion of school libraries as Participating in the volunteer
indicated that they also taught 21st-century learning environments. program also gave school librarians
regularly scheduled technology- the opportunity to share with
related courses (e.g., word Depending on the pre-service pre-service teachers the value and
processing, library and Internet teachers’ locations, they volunteered importance of school libraries.
research, typing, digital story for library/technology classes and/ Many college students were
production) and wondered if future or after-school technology clubs. surprised at younger students’
volunteers could help during those Although extra support during agility with online catalogs, amazed
school times. Including these regular school days was useful to at the busy-ness of the library, and
technology courses provided more troubleshoot issues, help first- impressed at the number of roles
openings for volunteers and better graders log into computers, or the school librarian was expected to
accommodated university schedules. navigate websites and databases, the fill. Since the local university offers
greatest impact occurred during neither degrees in library science
Following pilot tests, additional after-school clubs. As clubs grew nor a school library endorsement
schools were invited to participate, in size, it became necessary to have for educators, this was a singular
and the experience was opened extra staffing to help students opportunity to market the school
for all sections of the technology- program Bee-Bots, test Snap library and its importance to soon-
integration course. However, Circuit designs, use LEGO Robotics to-be K–12 teachers. Numerous
fine-tuning of the experience and Windows Movie Maker, and so conversations before and after
continued. School librarians forth. Regularly scheduled, reliable volunteer shifts allowed school
suggested allowing fewer volunteers volunteers made these technology- librarians to impress upon pre-
(two or three) during in-school rich experiences possible for service teachers the benefits of and
courses to better ensure that pre- students at the hosting schools. challenges to technology use in
service teachers actively participated Elementary students were also schools.
in the lessons (as opposed to excited about the opportunity to
observing in the background). share their knowledge and play with Teacher Education Perspectives
They also recommended reducing the “big kids,” which contributed to
Teacher education faculty identified
the minimum number of visits the popularity and growth of after-
a number of positive outcomes from
from eight to six to accommodate school programs. When clubs were
this partnership. First, technology-
planning days, assemblies, and field not in session, parents and students
integration tools and strategies often
trips. constantly asked school librarians
differ between university settings
when they would start again.
and school contexts. Placing pre-
What Worked service teachers in authentic settings
Pre-service teachers were also
helped both students and faculty
Library Perspectives encouraged to explore and review
manage expectations and confront
new technologies during their
School librarians welcomed the common misconceptions in a safe
scheduled volunteer hours and on
influx of pre-service teachers for environment prior to high-stakes
their own time. Obtaining reviews
a variety of reasons. The program student teaching.
and test results from pre-service
provided regularly scheduled,
volunteers helped school librarians
reliable extra staffing support, Second, the partnership with
allocate more time to teaching and
lowered the teacher/student ratio, school libraries afforded extended
curriculum planning. Additionally,
and allowed the exploration of new exposure to Pre-K–12 students
with the help of volunteers
technologies and faster testing/ without encroaching on existing
associated with the university, school
reviews. The experience allowed partnerships and resources. Pre-
librarians were able to borrow, test,
school librarians to share the value service teachers often reported
and integrate technology tools
and impact of school libraries with surprise and amazement at the
and devices available from the
pre-service teachers who might skills and knowledge displayed
university’s curriculum collection.
not have seen a school library in by Pre-K–12 students, including
Recommendations for school
action. It also led to conversations
48 Knowledge Quest | School Library and University Partnerships
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Participating in the volunteer
program also gave school
librarians the opportunity to share with pre-service
teachers the value and importance of school libraries.
Volume 44, No. 2 | November/December 2015 49
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
navigating the Internet, creating Challenges ability to contact volunteers in a
digital stories, and collaborating timely fashion was crucial after the
Library Perspectives
by means of apps. The placement first round of fire and lockdown
made use of community resources School librarians hosting the drills during technology classes.
without further taxing classrooms volunteer program learned quickly Most pre-service teachers preferred
and teachers already accommodat- that they needed to provide ori- text messaging to e-mail for last-
ing student observations, practicum entation and hands-on training minute notifications, and the
teaching, and other field experi- to pre-service teachers prior to librarians adjusted their habits to
ences. volunteering. Very few volunteers accommodate this preference.
arrived with in-depth understand-
Third, the experience allowed pre- ing of classroom technology, which Once training occurred, it became
service teachers to observe and apply was not a surprise but required evident that some pre-service
course theory and content. Time training. In the absence of a formal teachers were more prepared and
spent in libraries, classrooms, and orientation during pilot programs, engaged than others. For some
after-school clubs exposed pre- volunteers took disparate and volunteers active encouragement
service teachers to technology tools, sometimes unacceptable approaches and reminders of expectations
apps, and resources discussed in to communication, dress code, and were required on a regular basis.
class as well as the pedagogical tech- participation. Written guidelines Others demonstrated a high level
niques associated with their uses. and expectations were established of technological competence and
after the pilot programs and agreed pedagogical experience. When
Lastly, the service-learning experi- upon by all participating libraries. planning for a new semester of pre-
ence extended educator modeling Each school librarian also offered service teachers in the school library,
beyond traditional classroom an in-person orientation for each librarian built in flexibility
settings. Part of teacher preparation volunteers with site-specific expec- and extra time for supervision of
includes helping students adjust to tations. These training sessions were volunteers. Sometimes the extra
the many expectations they will face recorded and made available to vol- time was needed. At other times,
as teachers, including dress code, unteers unable to attend in person. volunteers were self-directed and
language, and policy requirements. Librarians shared school rules and required minimal guidance.
Requiring students to model these expectations, communicated how
expectations during service volunteers should participate in Another challenge in planning
learning further technology activities with technology lessons with pre-service
stressed their children, and asked teachers was attendance. Sometimes
importance. students for contact background checks of volunteers
information. The took longer than expected,
requiring participants to find
make-up times or complete make-up
assignments. Absences were not
a major problem, but one that
required flexibility when volunteers
were sick or otherwise unavailable.
This circumstance resulted in some
sessions hosting multiple volunteers
while other sessions had only one
or two. Varying availability across
sessions required librarians to build
adaptable lesson plans. However,
having the volunteers increased the
complexity and ambition of lessons
and technological experiences in all
participating school libraries. When
volunteers completed their time, the
librarians moved back to working
solo, and lesson plans were adjusted
to reflect the staffing level.
50 Knowledge Quest | School Library and University Partnerships
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Teacher Education Perspectives opportunity valuable. Exposure to within the college. Additionally,
technology integration in authentic remember that initial conversations
The challenges faced by teacher
contexts helped pre-service will increase awareness of desired
educators came from different
teachers learn the multiple roles partnerships and may lead to future
planning aspects. First,
of school librarians as well as the opportunities for collaboration. Be
participating school libraries
literacies associated with effective prepared when setting up meetings.
varied in terms of technology use
integration (Asselin 2000; Hunt Indicate your purpose and maintain
and expectations. Students placed
and Luetkehans 2013). Volunteers the time commitment you scheduled
at libraries that included regularly
also provided valuable support (scheduling additional appoint-
scheduled technology-enhanced
during school programs, allowed ments as needed).
activities reported a much higher
librarians to focus more specifically
level of satisfaction overall than
those who served in a setting that on their curricular responsibilities, Keep It Simple
and provided valuable reviews of
only occasionally used technology. As you discuss ideas with college and
technology and curricular materials.
Generally, elementary schools university faculty and other school
Thus, consistent with perspectives
integrated library instruction librarians, keep activities simple. If
expressed by Dan W. Butin (2003)
into regular school practices more the collaboration is successful, it can
and Jeffrey Anderson (1998),
frequently than secondary schools. grow during later implementations.
volunteers provided direct benefit to
Simple policies and procedures
community entities. The following
Second, working to create an allow stakeholders to focus on the
recommendations are for those
aligned schedule between the feasibility of collaboration and its
interested in developing similar
school libraries and the university benefits and limitations without
service-learning experiences
semester calendar posed challenges. becoming encumbered with
between school libraries and teacher
School assemblies, bad-weather burdensome procedures. Simplicity
education programs.
days, and other events required also helps identify implementation
alterations to weekly schedules, policies and procedures. Identify
further complicating pre- Identify Purposes key stakeholders. Who has a vested
service teachers’ course and work Before approaching teacher interest in the collaboration? What
schedules. Volunteer sessions education faculty about service- permissions are needed for the
were also complicated by varied learning opportunities, clearly partnership to take place? What
school schedules. Although after- articulate your goals and purposes training is needed for stakeholders
school programs and a few block for the partnership. What programs to enter the conversation? Regularly
schedules lasted one hour or more or courses might align with these refer back to your list of goals. Use
per session, most were thirty to goals? Locating this information these to guide activity creation
forty-five minutes long. Thus, will help identify potential and avoid project bloat. University
meeting the eight-hour (and later contacts and partners. How might faculty may want to collect data on
six-hour) requirement didn’t always this partnership benefit your the project or conduct research.
correspond with the number of organization? How might it benefit What permissions are needed to
school visits. These differences the college or university? Identify collect data? Identify procedures
complicated attendance tracking overlap between your goals and the and policies within school districts
(reported by school librarians) mission of the college or university. and university settings to which
because some volunteers had to you must adhere during service-
attend more frequently than others Initiate Conversation learning experiences.
during the experience to meet
After identifying common goals/
minimum time requirements.
Pilot Test
purposes, initiate contact. If par-
ticular courses or programs align Pilot-test partnership activities.
Conclusions and
with one or more of your goals, Taking the time for smaller initial
Recommendations speak with the course instructor. implementations will help collabo-
State your interests and discuss rators fine-tune partnership details,
Multiple Benefits
whether or not there are possi- policies, procedures, and cur-
Despite challenges, school bilities for collaboration. Don’t get ricular materials. Pilot testing will
librarians, teacher education discouraged if opportunities are not also identify strengths and weak-
faculty, and pre-service teachers immediately clear. Try approach- nesses of your plan so modifications
found the service-learning ing another instructor or program can be made prior to large-scale
Volume 44, No. 2 | November/December 2015 51
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
implementation. During the pilot Do not get discouraged when
test, ask for feedback from involved setbacks arise. Focus on your goals
Works Cited:
stakeholders. Insights from various for service-learning partnerships.
Anderson, Jeffrey. 1998. “Service
stakeholders provide invaluable Take time to identify and celebrate
Learning and Teacher Education.”
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ness of planned activities. forward. To maintain stakeholders’ eric.ed.gov/fulltext/ED421481.
pdf> (accessed August 6, 2015).
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Celebrate Small Wins help them realize their contributions Asselin, Marlene. 2000. “Poised
for Change: Effects of a Teacher
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Bitterman, Amy, Lucinda Gray,
and Rebecca Goldring. 2013.
Craig E. Shepard is Tamara R. Meredith “Characteristics of Public
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52 Knowledge Quest | School Library and University Partnerships