The school library resource centre and the collection of
trade books that classroom teachers gather in their
classrooms were the focus of an exploratory, descriptive
study designed around the first stages of an action research
model. Little research had been done on how effective
classroom teachers have been at acquiring trade books for
their classroom collections, and on how teacher-librarians,
working in partially or fully integrated school library
resource centre programs, helped make trade books accessible
to elementary teachers and students.
One instrument, The Survey of Elementary Classroom
Collections. was designed to examine four descriptive areas:
the contents and size of classroom collections, the source of
trade books for these collection, the organization and
management of classroom collections, and the use classroom
teachers make of these trade books. The 205 elementary
English language classroom teachers in one school district
were sent a Survey and 80% responded. The series of
interviews that followed were conducted with a stratified
random sample of 30 classroom teachers, nine principals and
seven teacher-librarians. The stratification was organized by
Phases 1, 2 or 3 of school library program development, which
were determined by the score on a second instrument. The Profile of School Library Resource Centre Programs. and from
information on staffing, resources and teacher-librarian
experience. Results were analyzed under the four areas
explored in the Survey, by grade level and by Phase.
A detailed description of the classroom collections led
to the development of the Independent, Interactive and
Integrated models for classroom collections. Each reflected a
different concept of the classroom collection, its role in
the literacy program and its relationship with the school
library resource centre program. Indications were that a
collaborative approach to trade book provisioning emerged in
schools where the school library resource centre program was
more fully integrated into the school curriculum. Details on
a school-based/district-wide strategy to build a
collaborative approach were given, as well as suggestions for
a plan of action for individual schools and for further
research to explore questions raised by this study. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/8790 |
| Date | 05 1900 |
| Creators | Doiron , Ray |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 13326757 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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