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Preparing Stakeholders for the School Librarian’s Instructional Partnership Role: Whose Responsibility Is It?
Abstract
Although the American Association of School Librarians and researchers in the field have identified the instructional partner role as critical to the future of school librarianship, many school librarians report that their colleagues and administrators are unaware of the importance of this role, and that they are reluctant to practice or support it. Other library stakeholders report that school librarians themselves are not adequately prepared to effectively practice this role. While many practitioners believe it is the university’s job to prepare preservice educators and administrators to participate in collaborative planning, teaching, and assessment, some university faculty believe that until classroom-library instructional partnerships are consistently practiced in the field, preservice education efforts to instill this model will fall flat. This chapter reports on an in-depth literature review of the research-based evidence for the value of successful instructional partnerships and the barriers that have been identified in enacting them. An analysis of the literature suggests a comprehensive effort on the part of all stakeholders—both in the field and the academy—is necessary to ensure that the work of school librarians is integrated into the classroom curriculum where it can make a measurable impact on student learning outcomes.
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