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Digital libraries in schools: The best practices of national board certified library media specialists.

机译：学校中的数字图书馆：国家委员会认证的图书馆媒体专家的最佳做法。

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摘要

This study investigated the digital library integration behaviors of school library media specialists (SLMSs) who have achieved certification from the National Board for Professional Teaching Standards (NBPTS). A qualitative interview study design was chosen to convert tacit knowledge related to digital library use into explicit knowledge that can be shared with others. The goal of this research was to identify behaviors and techniques that exemplary SLMSs share when using digital libraries to support the curriculum in K-12 schools.;The researcher interviewed and collected artifacts from 10 local National Board certified SLMSs and analyzed the resulting transcripts and materials using thematic analysis. A preliminary coding scheme was derived from the NBPTS;Library Media technology innovation standard, which requires candidates to demonstrate expertise in providing technology access, teaching effective technology use, engaging learners with technology, and using technology to enhance the curriculum. Themes related to these four areas emerged from the data, as did subthemes in the form of barriers the SLMSs encountered and strategies they developed to meet the standard. The barriers are discussed using Ertmer's (1999) first- and second-order classifications. The strategies are the SLMSs' best practices.;To provide digital library access the SLMSs made themselves and their assistants available to learners; demonstrated mental and resource flexibility when they encountered obstacles; and, implemented creative funding strategies. To teach digital library use they used the research process to help students bridge knowledge learned in various contexts; provided training; remained abreast of digital library innovations; and, offered suggestions to product developers. To maintain engagement with digital libraries they used proven teaching techniques that build on strong instructional design principles. Finally, they relied on collaborative relationships when integrating digital libraries. They increased collaboration by building trust among colleagues; extending their reach beyond the SLMC in person and virtually, diversifying their role within the school, and gathering curriculum information to incorporate information literacy skills into lessons.;Key implications: encourage SLMS-teacher collaboration, build a knowledge management system that captures expertise and supports SLMS communication, reconsider blocking social networking tools in schools to bridge the disconnect between students' home and school information-related behaviors.
机译：这项研究调查了已获得美国国家专业教学标准委员会（NBPTS）认证的学校图书馆媒体专家（SLMS）的数字图书馆整合行为。选择了定性访谈研究设计，将与数字图书馆使用有关的隐性知识转换为可以与他人共享的显性知识。这项研究的目的是确定使用数字图书馆支持K-12学校课程时示范性SLMS共享的行为和技术。研究人员采访并收集了10个获得美国国家自然科学委员会认证的SLMS的文物，并对所得的成绩单和材料进行了分析使用主题分析。初步的编码方案是从NBPTS；图书馆媒体技术创新标准中获得的，该标准要求候选人展示出在提供技术访问，教学有效的技术使用，使学习者参与技术以及使用技术来完善课程方面的专业知识。数据中出现了与这四个领域相关的主题，子主题也以SLMS遇到的障碍及其为达到标准而制定的策略的形式出现。使用Ertmer（1999）的一阶和二阶分类讨论了这些障碍。这些策略是SLMS的最佳实践。为了提供数字图书馆访问，SLMS本身及其助手可供学习者使用；当他们遇到障碍时表现出精神和资源的灵活性；并实施了创新的资金策略。为了教授数字图书馆的使用，他们使用了研究过程来帮助学生桥接在各种情况下学到的知识。提供培训；与数字图书馆创新保持同步；并向产品开发人员提供建议。为了保持与数字图书馆的互动，他们使用了基于强大教学设计原则的行之有效的教学技术。最后，他们在集成数字图书馆时依赖于协作关系。他们通过在同事之间建立信任来增强协作。将他们的影响力扩展到SLMC以外的地方，并在虚拟范围内扩大他们的作用，并收集课程信息以将信息素养技能纳入课程。；主要含义：鼓励SLMS与老师的合作，建立一个知识管理系统，以吸收专业知识并提供支持SLMS通讯重新考虑了阻止学校中的社交网络工具，以弥合学生家庭与学校信息相关行为之间的脱节。

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  • 作者

    Massey, Sheri Anita.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Library Science.;Information Science.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;信息与知识传播;
  • 关键词

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