Faculty of Education - Theses

Permanent URI for this collection

Search Results

Now showing 1 - 1 of 1
  • Item
    Thumbnail Image
    A study of educational theory and practice in social studies for the purpose of identifying expectations concerning primary teacher-librarians as partners in cooperative curriculum instruction
    Anderson, Shirley Joan ( 1990)
    This study examines relevant theory for both primary teacher-librarianship and primary teacher education in the area of Social Education in order to determine the expectations and responsibilities of the role of the primary teacher-librarian in regard to use of resources and library-related information skills required for resource-based learning. Experience of teacher-librarians in schools has revealed the need for integrated planning and teaching of appropriate skills in the context of classroom curriculum for effective resource-based learning to be achieved and for the development of independent learners. However, surveys of preservice and practising teachers indicate that many teachers seem to have little expectation of collaborating with the teacher-librarian so that library-focussed information skills can be taught at a time when children are needing to gather and use information for curriculum purposes. A major outcome of this study is the planning of a study unit suitable for teacher education at the preservice or inservice level. It addresses in particular the contributions a teacher-librarian can make to unit planning and teaching because of particular expertise in resource knowledge and the related skills to locate, access and use required information.