The role of technology in the interactions between secondary school library media specialists and teachers

Abstract

Statewide studies of school library media centers in at least sixteen states (other than Louisiana) indicate that effective school library media center programs have a positive impact on student achievement. According to these studies, effective school library media centers have: (a) a qualified library media specialist, (b) adequate support staff, (c) current and large collections, (d) access to information technology that is integrated into the curriculum, and (e) time for collaboration with the faculty. This study was developed to explore the role of technology in the collaborations between school library media specialists and teachers. Data revealed that interactions between school library media specialists and teachers concerning the use of technology to teach information literacy skills occurred with frequency and in a variety of ways at the three selected exemplary school library media centers. However, barriers sometimes prevented collaboration from resulting. Climate in the school library media center was found to be crucial to collaboration and to the teaching of information literacy skills. Data indicated that technology should be only one of the tools used in teaching of information literacy skills to students, although computer literacy skills were perceived as increasingly important in this effort. According to the data from the surveys, interviews, and observations, teachers and administrators perceived the library media specialist to be the person with expertise in both technology and information literacy on their campuses, thereby necessitating involvement in continuing professional development. The findings of these best practices of technology interactions and the teaching of information fluency skills led to the formation of the Integrated Model of Information Fluency for Student Learning.