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首頁> 外文學(xué)位 >Elementary school principals' perceptions of the instructional role of the school library media specialist.
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Elementary school principals' perceptions of the instructional role of the school library media specialist.

機(jī)譯：小學(xué)校長對(duì)學(xué)校圖書館媒體專家的指導(dǎo)作用的看法。

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Studies conducted in numerous states by various researchers demonstrate that library media specialists who take an active role in the instructional process positively impact student achievement in their schools. Principals are the instructional leaders of their schools, yet the research indicates that they are not knowledgeable regarding the role of the library media specialist.; This study explored Virginia elementary school principals' perceptions of the instructional role of the library media specialist, the effect of library schedule on these perceptions, and the origin of these perceptions. Principals who responded to the study strongly endorsed the role of library media specialist as teacher of information literacy skills and as instructional partner. There was no statistically significant difference in perceptions based on the type of library schedule in place---fixed, flexible, or mixed/combination. Respondents indicated that they learn about the instructional role of the library media specialist from library media specialists with whom they work, either in their current positions as principals or through their previous experiences as classroom teachers. Principals form their views based on both negative and positive interactions with library media specialists and base their expectations of their current and future library media specialists on these prior experiences and expectations.; This finding indicates that school library media specialist preparation programs should prepare their graduates to positively present their key instructional role and that training in this area should be provided for those library media specialists already in the field. Another key finding was that principals place primary responsibility for initiation of collaboration at both the individual teacher and the school level with the library media specialist. Further research is warranted to explore how principals facilitate full implementation of the instructional role of the library media specialist in their schools.
機(jī)譯：各種研究人員在許多州進(jìn)行的研究表明，在教學(xué)過程中發(fā)揮積極作用的圖書館媒體專家會(huì)對(duì)學(xué)校學(xué)生的學(xué)習(xí)成績產(chǎn)生積極影響。校長是學(xué)校的教學(xué)負(fù)責(zé)人，但研究表明，他們對(duì)圖書館媒體專家的作用不了解。這項(xiàng)研究探討了弗吉尼亞小學(xué)校長對(duì)圖書館媒體專家的指導(dǎo)作用的理解，圖書館日程安排對(duì)這些看法的影響以及這些看法的由來。對(duì)該研究做出回應(yīng)的校長強(qiáng)烈贊同圖書館媒體專家作為信息素養(yǎng)技能的老師和教學(xué)伙伴的作用?；诠潭ㄎ恢?，靈活位置或混合/組合位置的庫計(jì)劃類型，感知的統(tǒng)計(jì)上沒有顯著差異。受訪者表示，他們從與他們一起工作的圖書館媒體專家那里了解了圖書館媒體專家的指導(dǎo)作用，他們既可以擔(dān)任校長職務(wù)，也可以通過他們以前的課堂老師經(jīng)驗(yàn)來學(xué)習(xí)。校長基于與圖書館媒體專家的消極和積極互動(dòng)來形成他們的觀點(diǎn)，并基于這些先前的經(jīng)驗(yàn)和期望對(duì)當(dāng)前和未來的圖書館媒體專家的期望。這一發(fā)現(xiàn)表明，學(xué)校圖書館媒體專家準(zhǔn)備計(jì)劃應(yīng)該為畢業(yè)生做好積極地展示其關(guān)鍵教學(xué)作用的準(zhǔn)備，并且應(yīng)該為該領(lǐng)域已經(jīng)在該領(lǐng)域工作的圖書館媒體專家提供這一領(lǐng)域的培訓(xùn)。另一個(gè)重要發(fā)現(xiàn)是，校長將與圖書館媒體專家共同承擔(dān)起在教師個(gè)人和學(xué)校層面開展合作的主要責(zé)任。有必要進(jìn)行進(jìn)一步的研究，以探討校長如何促進(jìn)圖書館媒體專家在學(xué)校中充分發(fā)揮教學(xué)作用。

著錄項(xiàng)

  • 作者

    Church, Audrey P.;

  • 作者單位

    Virginia Commonwealth University.;

  • 授予單位 Virginia Commonwealth University.;
  • 學(xué)科 Library Science.; Education Administration.; Education Elementary.
  • 學(xué)位 Ph.D.
  • 年度 2007
  • 頁碼 157 p.
  • 總頁數(shù) 157
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 圖書館學(xué)、圖書館事業(yè);教育;初等教育;
  • 關(guān)鍵詞

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