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Conceptions of Teaching and Learning in the Context of a School Library Project: Preliminary Findings of a Follow-up Study

机译：学校图书馆项目背景下的教与学概念：后续研究的初步发现

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The aim of this longitudinal (years 2002a€“2009), follow-up study is to increase understanding of potential changes in teachers' conceptions of teaching and learning when a school library was established and developed to change a school's operational culture and its way of working with information. An interdisciplinary approach was justified by the new definitions of both literacy and information literacy (IL), the curriculum's conception of learning, and the teaching practises in the schools. The Activity Theory is used to frame the phenomenon of the school's operational culture in the context of a European Regional Development Fund (ERDF) funded school library project. The data include reports written by the teachers of 11 comprehensive schools (grades 1a€“6) during 2002a€“2004, and teachers' group interviews in the same schools in 2009. The preliminary findings based on the qualitative content analysis of the first Data Set, including the use of QSR NVivo8, show that the teachers emphasised collaboration with other teachers, and they discussed about pedagogical issues after the project more than before. The teachers understood well the necessity to develop the pedagogy in relation to the school library space and materials. In the reports, the teachers focused on teaching IL, teacher collaboration, school's operational culture and teaching methods. The findings indicate that the school library project has increased the use of collaborative working methods and understanding of IL among teachers. The researchers' close involvement with the school library project may be considered as a limitation. However, it may give depth to the interpretation of the results. The next phase of the study will be the analysis of the interview data in relation to the written reports.
机译：这项纵向研究（2002年至2009年）的目的是，在建立和发展学校图书馆以改变学校的运营文化及其运作方式时，加深对教师教与学观念的潜在变化的了解。处理信息。跨学科方法被扫盲和信息扫盲（IL）的新定义，课程的学习概念以及学校的教学实践所证明。在欧洲区域发展基金（ERDF）资助的学校图书馆项目的背景下，活动理论被用来描述学校的运营文化现象。数据包括2002年至2004年期间11所综合学校（1年级至6年级）的老师撰写的报告，以及2009年同一所学校的老师小组访谈。基于第一份数据的定性内容分析得出的初步结果。套装包括QSR NVivo8的使用表明教师强调了与其他教师的合作，并且在项目结束后他们比以前更多地讨论了教学问题。老师们很好地了解了发展与学校图书馆空间和材料有关的教学法的必要性。在报告中，教师集中于教学IL，教师合作，学校的运营文化和教学方法。调查结果表明，学校图书馆项目增加了协作工作方法的使用，并增加了教师对信息素养的理解。研究人员密切参与学校图书馆项目可能被认为是一种限制。但是，这可能会加深对结果的解释。研究的下一阶段将是与书面报告相关的访谈数据分析。

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