From Face-to-Face to Distance Education: The Story of Two Canadian School Library Educators
Notice bibliographique
Résumé
This paper explores the story of two Canadian school library educators and their experiences in one online program over the past ten years. Beginning with stories from the authors own school library experiences and teacher-librarianship education, the paper moves on to explore the successes and challenges of an online teacher-librarianship program. The authors discuss the impact of technology on the learning and teaching experiences. They also highlight some tensions and challenges and opportunities for the future of school library education in Canada.IntroductionOnce upon a time, two little girls loved their school libraries and their teacher-librarians. But did they live happily ever after?Jennifer's StoryThe 1970s and 80s were the hey dy of school librarianship in Canada. Jennifer was able to learn from a wonderful teacher-librarian working full-time in her Kindergarten to Grade 8 Elementary School. In preparation for university, her teacher-librarian at Park Street Collegiate Institute in Orillia, Ontario, taught all students how to find articles in the Green Books (Readers' Guide to Periodical Literature), select relevant information, organize an essay, paraphrase, and correctly cite sources. While she didn't realize she wanted to be a teacher-librarian until after her education degree, Jennifer had wonderful experiences learning in well staffed, well-stocked, flexibly scheduled school libraries. Jennifer completed a Bachelor of Education degree in 1988 and spent two years teaching in remote Northern Ontario communities before deciding she wanted to be a teacher-librarian. To that end, Jennifer enrolled in the MLIS program in 1990 at the University of Western Ontario. If you wanted to do graduate work in 1990, you needed to leave your job and go to university full time. The Library School was a distinct entity (a faculty) within the university and there was no apparent collaboration between the Faculty of Education and the Graduate School of Library and Information Studies.The MLIS program prepared her for work in libraries in general but there were very few elective courses in the area of children's services and resources and no courses that spoke specifically to the role of the teacher-librarian. After graduating in 1991, Jennifer accepted a position as the teacher-librarian in Inuvik in the Northwest Territories. It took only a few days to realize that she was unprepared for the collaborative program planning and teaching role of the teacher-librarian.To learn more about the role of the teacher-librarian, she enrolled in an additional qualification course (School Library Specialist) in Ontario. Teacher-librarians in Ontario take three courses (Part 1, Part 2 and Specialist) to become teacher-librarians. This one course, while interesting and more focused on teacher-librarianship and research in the field, did little to prepare her for building a quality school library program.Her interest in learning more about school libraries led her to begin a PhD program in 1995 in Aberdeen, Scotland and she completed her PhD in Library and Information Studies at the University of Alberta in 2000. While a PhD student in Edmonton, she took her first online class in the fall of 2008 in the new Teacher-Librarianship by Distance Learning program and taught her first course (School Library Information Materials) in the summer of 1999 for the same program.Her first academic position (2000-2001) was at the State University of New York at Albany where she was hired to work with students who wanted to be school library media specialists. Many of the students in this specialization were not teachers. They were students who had a first degree (a Bachelor of Arts for many of them) who loved children's literature and wanted to be librarians in school libraries. Certification for school library media specialists required them to do a practicum in a school library for a semester and Jennifer was responsible for supervision of these placements. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,028 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,016 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».