Role-Sharing Formulation between School Librarians and Teachers

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  • NIWAI Fumie
    Keio Futsubu School Graduate School of Aoyama Gakuin University

Bibliographic Information

Other Title
  • 学校図書館員と教員による指導上の役割分担形成プロセス
  • 学校図書館員と教員による指導上の役割分担形成プロセス : 学校図書館を利用した授業における協働の分析
  • ガッコウ トショカンイン ト キョウイン ニ ヨル シドウ ジョウ ノ ヤクワリ ブンタン ケイセイ プロセス : ガッコウ トショカン オ リヨウ シタ ジュギョウ ニ オケル キョウドウ ノ ブンセキ
  • ─学校図書館を利用した授業における協働の分析─
  • An Analysis of Interviews

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Description

<p>This research aims to clarify school librarians’ formulation of role sharing with teachers with regard to the use of school libraries. Semi-structured interviews were conducted with teacher librarians and school library staff who took on instructional role, and the results were analyzed using the Modified Grounded Theory Approach (M-GTA). A model that showed the formulation of role sharing was developed based on the analysis and the main factors influencing role sharing were identified. School librarians, when asked by teachers to take part in a class, first attempted to “identify their role,” followed by assessing the disposition of the students to understand the “need for instruction,” and next “designated instructional areas” within the library and the subject matter. School librarians had “confidence in their ability to support the class” but a certain “confusion” as well about what “their standing really was” in the class, and the strength of these feelings influenced their “relationship with the teachers.” Interacting with the teachers resulted in the librarians finding “a way to relate to the class on their own terms” and formulating role-sharing practices with the teachers.</p>

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