From one-to-one to one-to-many: A study of the relationship between the practicum and the transition from teacher to school library media specialist

ALISE Grant Proposal October 3, 2005

Submitted by Marcia A. Mardis, MILS, EdD Assistant Professor The Library and Information Science Program Wayne State University 106 Kresge Library Detroit, MI 48202 [email protected] • 734.476.7171

ABSTRACT OF PROJECT Preservice school library media specialists (SLMS) are often en route from careers as classroom teachers and view field experiences as needless repetitions of student teaching. Meaningful internships can be pivotal in helping student librarians explore potential roles, build collegial networks, and gain valuable on-the-job experience. And, for an information professional in transition from one classroom to a many-faceted school library, these experiences can provide a crucial opportunity to shift to the organizational, collaborative roles outlined in Information Power. While much research has been done on the aspects of effective student teaching and library internships in other areas, little investigation has been done into the qualities of school library media practicum experiences. Using the Concerns-Based Adoption Model (CBAM) of teacher development created Fuller and refined Rutherford and Hall, this study aims to investigate the professional progress of preservice school library media specialists moving from teaching to school librarianship. Mentors and students will be invited to participate in observations and interviews where they will discuss their internship experiences and shift into school librarianship. Through this exploratory qualitative approach, the researcher hopes to identify patterns of SLMS professional development and recommend research-based practicum considerations for library and information science programs.

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PROBLEM STATEMENT In database architecture, tables either have a one-to-one knowledge relationship or a one-to-many knowledge relationship. If the one-to-many relationship is not designed and implemented properly, one table will not be extract knowledge from its many sources and database queries will yield inadequate and confusing results. This metaphor is useful when analyzing a little-recognized problem in school library media. In addition to the overwhelming number of current school library media specialists (SLMS) due to retire in coming years and being eliminated from their school systems (Miller & Shontz, 2003), the large number of teachers in transition to school library media specialists are not always provided with the understanding and resources they need to shift their professional thinking from that of one person serving a single classroom to that of one person serving many stakeholders including students, teachers, administrators, and parents. The lack of acculturation into school librarianship has the potential to have a profound effect on the future viability of this role. At Wayne State University, 63% of the 209 (132) school library media program students are currently classroom teachers and must complete a 90 hour practicum requirement before they can complete the program, receive their master’s degree, and gain a school media endorsement on their teaching certificates. But, these teacher students are not able to or do not see the need for the practicum requirement; in recent vitriolic threads on the Michigan school library association email list, students voiced complaints about having to take time from their classroom roles to complete field experiences that they felt were an unnecessary duplication of their student teaching years before. Many students do not understand that student teaching for classroom teaching is not appropriate preparation for the administration of a school library media program. Though the Michigan Department of Education requires university programs that facilitate teaching endorsements to have field experience requirements of at least an academic semester in duration, the school media students are not convinced that the practicum offers any enhancement to their preparation. Students who completed practica and who are now in their own professional practice posted responses to the aforementioned email list discussion

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that described how surprised they were by the value of the practicum in their work. It is clear, then, that the practicum must be examined more deeply and its effects of student development, especially in the transition from teacher to media specialist, be illuminated and brought more consciously into program design. The study described in this proposal will use existing frameworks for teacher development during student teaching to examine the ways in which students transition for teacher to media specialist during their field experiences. By capturing the voices of students and mentors and performing in-depth observations of student performance of the roles and responsibilities of school library media specialists as described by Information Power (American Association of School Librarians & Association for Educational Communications and Technology, 1998), the proposed research will chart student development and result in suggestions for program design and further research. If field experience continues to be part of school library media preparation and the intent of preparation remains the production of dynamic school library professionals, then it is essential that the practicum help students culminate their coursework and knowledge in the mindset of an effective, collaborative school library media specialist who engages the whole school instead of a single classroom.

REVIEW OF LITERATURE Information Power: Building Partnerships for Learning (AASL & AECT, 1998) described roles and responsibilities for school library media programs, from providing resources to students to creating a community of lifelong learners. Three overlapping roles are identified for SLMS in Information Power (1998). In the learning and teaching role, the school library media specialist supports the instructional goals of the school in both content (standards and curriculum) and process (synthesis and exegesis). The information access and delivery role includes the more traditional responsibilities of the school library media specialist, like developing the media center's collection and services and providing access to them. The third role, program administration, includes both management of the library media program as well as broadly focused training and advocacy functions within the school and district.

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Perceived roles vs. performed roles Several researchers have identified a gap between the theoretical description of Information Power (1998) roles and actual school library media specialist practice. Person (1993) found a discrepancy between the real and ideal role perceptions of SLMS. While the participating school library media specialists were aware of the roles identified in Information Power (1988), they were not able to perform them as often as they would have liked. Pickard (1993) also studied the gap between theory and practice of media specialists performing the instructional role and found that less than 10% of the study sample appeared to be practicing the role to a great extent. McCarthy (1997) found that 58% of highly-regarded media specialists stated that implementation of Information Power (1988) guidelines was only somewhat realizable or not realizable at all. Jones (1997) found that few media specialists in Georgia were involved in the curriculum development process to a significant extent. McCracken (2000), in a national survey of more than 500 school library media specialists, found that they perceived that they practiced the role of information specialist (i.e., the traditional role of the librarian) to a greater extent than that of program administrator, teacher, or instructional partner and consultant. Van Deusen (1996) begins to shed light into this gap in a case study of collaborative relationships between teachers and media specialists; media specialists were perceived as outsiders to planning and instruction and had to carefully and strategically build collaborative relationships with teachers. An important aspect of the practicum is to expose students to the “other side of the table” and to help them appreciate the complexities of instructional partnering. Current state of internships and practica A small body of research has addressed the existence and the extent of the school library media practicum, but few studies have explored the extent and the effect of the experience. A rigorous study (Lyders & Wilson, 1991) of school library media specialist field experience requirements in library schools across the United States concluded that practicum requirements are widespread and included in programs of study because they are thought to

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foster theoretical and practical learning. Most program were externally structured as traditional classes including syllabi, requirements for mentors, and prerequsite coursework for students. Many included placements in sites of the students’ choosing and periodic reporting assignments. Shannon’s (2004) survey results revealed that 87.5% of ALA accredited school library media preparation program required field experiences of 100 hours or more; the survey respondents also reported that for students who were currently working as teachers, completing internships was seen as a nuisance and that they often had difficulty negotiating release time from their teaching contracts. Vansickle (2000) linked the content and duration of the practicum to school library media specialists’ ability to their ability perform key leadership roles in the school. On the whole, the researcher found that internships were too brief and did not require adequate student reflection and debriefing in order to elucidate the skills necessary to be prepared to act as leaders and change agents. In further explanation of the shortcomings of many current internship experiences, Callison (1995) opined four main common deficiencies of internship experiences: those focus only on management tasks; those that expose students to only one mentor; those that do not allow adequate exposure to the collaborative role; and those that focus on “how-to” at the expense of leadership skills. Callison called for reform in 1995; an investigation of student development in the practicum is a needed research-based conclusion to Callison’s contentions. Teacher development and acculturation The Concerns Based Adoption Model (CBAM) of teacher development has helped to illustrate the ways in which teachers progress personally and professionally in their practice. Fuller (1969) and Fuller & Bown (1975) described a concerns-based approach to research to preservice teacher education in which three stages occur. Stage one occurs prior to individuals’ exposure to the classroom environment. This stage is characterized by non-concern with the mutual effects of teachers and students upon one another. In the second stage, new teachers are concerned with their own performance and control in the classroom. The stages culminate in the

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third stage, when teachers have become more fluent and confident in their classroom practice and shift their central area of concern to students. Later, Rutherford and Hall (1990) revisited Fuller’s conceptualization of teacher development. In their view, the three stages were: 1.

Concern for self: image and perceptions of competency

2.

Concern for instructional tasks and situations

3.

Concerned with instructional impact on students in the third stage.

Common to both sets of views of teacher development was an outward trajectory from self to student. As elegant and clear as these three stage approaches appear, they have been criticized for their central emphasis on the teacher person not the teacher role. Critics like Buchmann (1986, 1993) argued that teacher preparation and development study should emphasize role expectations as articulated in professional standards and by the community-at-large. The claim has also been made by Zeichner and Teitelbaum (Zeichner & Teitelbaum, 1982) that using a concerns-based lens for viewing the value of teacher education field experiences promotes personalism and undermines inquiry-based program themes. Ultimately, these oppositions can be reconciled through the understanding that the individual en route to becoming a teacher (or SLMS) constructs personal meaning (including concerns) of their professional experiences. In a ground-breaking study of preservice teacher development, Conway and Clark (2003) reconciled these seemingly conflicting viewpoints on concerns-based teacher development models by studying concerns as fears and balancing their analysis with a study of hopes and aspirations, By looking at a broader spectrum of individuals feelings about their preservice education and field experiences, the researchers were able to probe more deeply teachers’ beliefs and motives in their own practice and to identify patterns across preservice teachers’ experiences. Their findings supported Fuller’s notion of outward expansion, but they also discerned an inward path observed among preservice teachers in their field experiences toward heightened reflexivity and enriched engagement. A main strand of their study emphasized that

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understanding of self through the consideration of both hopes and fears was the hallmark of an effective preservice experience. This study’s focus on the transition from teacher to SLMS is an innovative application and extension of CBAM analysis.

PROJECT OBJECTIVES Project objectives project specify what this proposed work will enable stakeholders to do. As a result of this project: •

Preservice school media students who are teachers will develop realistic expectations of the roles and responsibilities of the SLMS through performance and reflection as well as understand how their heritage in school culture shapes their professional practice.

•

School library media specialists will gain crucial insight into barriers to collaboration and instructional leadership and be able to more effectively mentor students through their transition from classroom teacher to school librarian.

•

School administrators will understand the complexities inherent in the collaborative relationships between teachers and SLMS. As a result, they will be able to more carefully select members of their instructional teams.

•

Library science educators will implement structures for the school library media practicum that more effectively promote reflective school library media practice for this large and unique student population.

•

Library science researchers will have a template for critique or further investigation of phenomena associated with the school library media practicum experience.

PROJECT DESCRIPTION The proposed project spans portions of two academic years and will allow for the inclusion of two cohorts. Prior to the selection and participation of the cohorts, the researcher will collect baseline data. Already-scheduled round table discussions in November 2005 will give former mentors and students the opportunity to speak freely about the effects of the practicum on their professional practice will serve, in supplement to the in-depth literature review and review of student journal and culminating reflections from prior semesters, as an expectation-

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setting point of departure for the researcher. The baseline data will provide the context for the investigation of the following research questions: •

What are the attitudes of preservice school library media specialists as they progress through their practica? To what extent do these attitudes reflect the phases of CBAM and the roles of Information Power (1998)?

•

What are the expectations and experiences of mentoring in-service school library media specialists with their preservice students? What sorts of patterns do they see in student development, especially relative to CBAM and Information Power (1998)?

•

What do mentors and students identify as the critical incidents in the practicum experience that either entrench classroom-based thinking or promote school-wide, collaborative foci?

•

How do mentors and students feel that the practicum experience could be enhanced? What sorts of barriers to student development do they identify? The study will center on the collection and analysis of qualitative data for two cohorts of

6 student and mentor pairs in the Winter 2006 and Fall 2006 semesters. Practicum placements are completed prior to each semester’s start. Each cohort will be recruited at the beginning of academic semesters Winter 2006 and Fall 2006. Students will be trained in autoethnographic technique and interviewed about their perceptions of the practicum at the initial programmandated practicum seminar at the beginning of each semester. As each cohort of students proceed through their practicum experiences, the researcher will conduct extended observations of the students at their placement sites. Students will also submit their practicum journals in autoethnographic format at 30-hour intervals during the semester-long experience. At the conclusion of the practicum experiences, the researcher will conduct exit interviews with students. The mentors assigned to students in each cohort will also be interviewed, at the beginning, during, and at the end of their students’ experiences. The transcription and coding of this qualitative data will require a substantial amount of time. When the triangulation is complete, the researcher will produce a report that addresses

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each of the research questions and that contextualizes study findings in the conceptual framework and linked to the literature review and examination of artifacts from prior semesters. The report will also include recommendations for school media practicum program design and be disseminated to preservice students, inservice media specialists, school administrators, and library science program faculty through conference and print venues.

RESEARCH DESIGN The researcher will use intersect two conceptual frameworks in the proposed study. The three phases of the CBAM, described in the literature review section of this proposal, will be used inform and categorize descriptions of student experiences as they progress through their practicum. The Information Power (1998) roles will be used to categorize and organize descriptions of their student performance of school library tasks.. The figure below illustrates an overview of the research design and project progress. The process of data collection, shown in the triangles, will be conducted for each cohort.

Literature Review

Round Table Discussions

Student autoethnographies

Expectationsetting and finalization of protocol

Review of past journals and culminating reflections

Interviews with mentors and students

CBAM analysis for experiences

Data integration and analysis

Final report and recommendations for Practicum Design

Information Power roles for tasks Researcher observations

Description of sample The student portion of the sample will be drawn from volunteer students enrolled in the Winter 2006 (Cohort 1) and Fall 2006 (Cohort 2) sections of LISP 7680: The School Library Media Practicum, facilitated by the researcher. Because approximately 63% of student enrolled in the

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school library media program area are currently classroom teachers, little difficulty is expected in recruiting 6 participants per semester. Since the researcher assigns mentors based on student geographic and level preferences, the mentor portions of the cohorts will be determined by student placements. Cohort 2 (Fall 2006) will include 6 different mentors than the ones assigned to students in Cohort 1 (Winter 2006). Methods Because the methods used in this study are mainly qualitative and the ultimate aim of the study is to issue recommendations for program design, three data collection methods will be used to aid triangulation and consensual validation. While the main method employed in this study will be interview, student interviews will be used to facilitate autoethnographic exploration. In their autoethnographies, students will be asked to reflect upon their membership in one culture (teachers) and their move into another (librarians). Autoethnography blends autobiography with ethnography through critical selfreflexive discourse in performance, articulating the intersections of culture. Performers of autoethnography become conscious of their own reality constructions and interpreting culture through the self-reflections (Spry, 2001). As a result of the autoethnographic experience, performers often experience a deepened rapport with members of their cultures and more reflective approach to practice (Berger, 2001). Students will be educated in autoethnographic techniques and asked to approach their mandatory journaling requirement (submitted in three increments during the semester) in an autoethnographic manner. Through interviews with students and mentors, the researcher will construct personal narratives of participants’ perceptions of and experiences with the practicum and their professional practice. The researcher will collect observation data of the students at the practicum sites to provide a source of supplementary information that may confirm, question, or contextualize student and mentor perceptions of their roles and experiences. Timeline (assumes December 1, 2006 start date)

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The table below depicts the steps and projected timeline of the proposed project. The Project Description portion of this proposal provides more detail about the activities listed in this table. Date November 2005

November 2005

December 2005

January 2006 February-March, 2006 March 2006 April-May, 2006 June 2006 June-July 2006

August 2006 September 2006 September-October, 2006 November-December, 2006 January 2007 February 2007-

Activity Round Table Discussions with former students and mentors (already scheduled) Submission of study protocol to Wayne Human Subjects Committee Collect baseline data through analysis of prior journals, culminating reflections. In depth literature review Cohort 1 Finalization of participation and protocol; consent forms Site observations Quarterly Report 1 Interviews with students and mentors Quarterly Report 2 Analysis and integration of data Cohort 2 Finalization of participation and protocol; consent forms Quarterly Report 3 Site Observations and Interviews Analysis and integration of data Preliminary Report Finalization of findings and preparation of manuscripts for publication and presentation

Deliverable Discussion Transcripts

IRB proposal

Coded data set; annotated bibliography

Protocol; Signed consent forms Field notes Interview transcripts

Coded data set

Protocol; Signed consent forms

Field notes and interview transcripts Coded data set

Paper manuscripts and presentation materials

DETAILED BUDGET The proposed project is designed to enable students and mentors to be able to easily participate; the bulk of the grant funds are dedicated to participant support. Though students and mentors will be working together during the course of the study, participants will not be asked to take timed away from practicum activities to work with the researcher. Mentors will receive a stipend for their participation. This stipend may be used to acquire library materials, offset the cost of part-day substitute to participate in interviews, or for

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study-related activities of the mentors’ determination. Students will be provided with stipends that will enable them to pay their school districts for release time to attend interview segments or other project-related activities. Hosting refreshments are necessary to create a comfortable environment for face-to-face activities. The researcher will require funding for the logistical aspects of the study. Although the researcher is already the practicum coordinator at Wayne State University’s LIS Program, additional costs will be incurred for contacting and visiting the participants, collecting and analyzing study data, and performing outreach at conferences and the print publications. Because the department provides limited funding for travel, the inclusion of ALISE conference attendance in the budge will ensure that the researcher is able to present the study’s results at the 2007 conference. Expenditure Stipends for mentors Substitute pay for students Hosting for focus groups Mileage for researcher Supplies Travel to 2007 ALISE Conference

Breakdown 12 x $100 12 x 1 day x $125 300 miles @ .485 per mile Long distance telephone calls, outreach materials postage Airfare, hotel, ground transportation Grant Total

Total Amount $1200.00 $1500.00 $125.00 $146.00 $125.00 $1850.00 $4946

Wayne State University will provide researcher salary through the course of the grant and assist in the identification and recruitment of the participants. Student assistants will help with data organization and transcription.

EXPECTED BENEFITS AND IMPACT The outcome of qualitative inquiry cannot be predicted; rather, this researcher intends to allow the participants perceptions and experiences to shape the final outcome of the study. Even so, the expected benefits, or goals, of this project are to leverage a very powerful aspect of the school library media preparation experience: the practicum. Rather than having students dread time away from current roles as teachers to log hours in a media center, the results of this project have the potential to lead to the repositioning and embracing of the field experience as a

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crucial culminating piece of preparation. As a result of possible outcomes of this project, future school library media specialists may be able to: •

Strategically approach collaborative relationships with teachers through the recognition of their own qualities as classroom teachers;

•

Achieve greater leadership in the school community by understanding the motives and needs of their teacher colleagues;

•

Derive a deeper sense of professional satisfaction and growth through reflective habitsof-mind and a greater awareness of their role as school library media specialists. This, in turn, may lead to longer tenures as school library media specialists thus offsetting looming retirement and phase-out crises;

•

Realize a sustained role in their educational organizations through more increased readiness and a deeper, articulated understanding of the connection between curriculum demands and the school library media program.

In addition, school library media education programs will benefit from specific knowledge about the stages students encounter as they progress from teacher to media specialist. While this awareness will undoubtedly affect administration of the practicum, it also has implications for the content and pacing of all courses in the preparation program. A new area of research may emerge from this study. Researchers may wish to investigate the practicum experiences of their own students more deeply and determine if their students undergo similar transformations and realizations. External forces have placed the school library media profession is at a critical juncture; yet, there is still a need for school library resources, collaboration, and leadership. As researchers and school library media educators, we must investigate our students’ field experiences with time and care and infuse the results into their preparation to transition from one teacher serving one classroom to one dynamic and valued information professional capable of using all of their knowledge to serve many roles and stakeholders.

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CURRICULUM VITA Marcia A. Mardis

417 Montgomery Ann Arbor, MI 48103-4116 direct: (734) 476-7171 office: (313) 577-0503 email: [email protected] EDUCATION EdD, Educational Leadership, Eastern Michigan University, April 2005 MILS, School Media, University of Michigan, April 1992 BA, History, University of Michigan, April 1990 Michigan professional K-12 teaching certification—school media and history, December 1992 (current to 2008) PROFESSIONAL APPOINTMENTS Wayne State University, Detroit, MI Assistant Professor, Library and Information Science Program

8/05-present

Coordinate practicum experiences for school library media students Design and instruct LISP 7560: Advanced Seminar in Young Adult Literature Co-design and instruct LISP 7310: The Collaborative Role of the Library Media Specialist Co-design and instruct LISP 7320: Management of the Library Media Center Perform research and publication activities commensurate with tenure-track faculty

Lead Principal Investigator, DLConnect National STEM Education Digital Library (NSDL) National Science Foundation project University of Michigan, Ann Arbor, MI 1/05-present Research Scientist, School of Information (SI) Consult on strategic directions and partnerships Identify funding possibilities and contribute to grant proposals Mentor Master’s students enrolled in Reference and Digital Libraries class Design research projects relating to the Internet Public Library (http://www.ipl.org)

Eastern Michigan University, Ypsilanti, MI Lecturer, College of Education

8/99-present

Design and Instruct EDPS 687: Qualitative Research Design and Instruct EDLD 518: Technology for School Administrators (online course) Design and Instruct EDMT 638: Internet for Educators II (online course) Instruct EDMT 618: Internet for Educators I

Merit Network, Inc., University of Michigan, Ann Arbor, MI Project Director, Michigan Teacher Network (http://mtn.merit.edu)

11/98-present

Cultivate and sustain work, funding, and strategic partnerships Recruit and select collection development personnel Perform outreach activities to Michigan Department of Education, national collaborating entities, regional library consortia, and educational agencies Coordinate and oversee metadata generation and interoperability experiments Analyze and guide project growth plans and budget expenditures

Senior Personnel, National Science Foundation projects Principal Investigator, Viewing the Future project Co-principal Investigator, DLConnect, project Co-principal Investigator, Infusing NSDL in Middle Schools project Co-principal Investigator, TeacherLIB project Senior Personnel, The Collaboration Finder project Consultant, Effective Access project

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Chair, NSDL Community Services Standing Committee Chair, NSDL K-12 Taskforce Write and publish documents relating to K-12 digital library user issues Liaise between Core Information Services projects and other funded projects Oversee completion of project requirements Represent project at NSDL meetings Assist with soliciting and drafting of appropriate grant proposals

Project Manager/Internet Media Specialist, Learning Systems Consult to and Webmaster Michigan Department of Education projects Author articles about and presentations on Web searching and information literacy issues Led Economics for Tomorrow Michigan Technology Literacy Challenge Fund Grant project Led Academy for 21st Century Teaching Phase I Michigan Technology Literacy Challenge Fund Grant project Contribute to drafting and editing of state and federal grant proposals Contribute technology skills content to Teach for Tomorrow online professional development course (http://tft.merit.edu) Develop and implement requested training for K-12 classroom Internet integration and multimedia creation Build and maintain web sites relating to training and grant activities Produce documentation and supplementary materials to support training and instruction activities Administer statewide email announcement list

M-Pathways, University of Michigan, Ann Arbor MI Facilitating Trainer

7/98-11/98

Assist departmental instructors with performance of M-Pathways mainframe software training Coordinate training department scheduling and evaluation activities

The Keystone School, San Antonio TX Director of Media Services (Associate Principal)

8/94-7/98

Perform duties requisite of school administrators Participate in school evaluation and development activities Represent faculty to boards of oversight Counsel middle and upper school students Direct school wide technology planning process Coordinate technical service bid solicitation process Implement student computer Acceptable Use Policy Evaluate and select of Internet filtering services Administrate and account for department budgets Coordinate book fairs and community outreach programs Solicit and participate in grant programs Create and implement integrated library skills curriculum Select appropriate resources for K-adult patrons Establish and apply of materials selection policies Perform bibliographic instruction for all research skill levels Provide reference and teaching assistance using print and electronic sources Manage parent volunteers and student assistants Prepare library materials for circulation and use Preserve and restore books and manuscripts Manage and enforce library circulation policies Design, install, and maintain campus WAN and LANs Connect and configure ISDN and IP network services Diagnose and repair desktop computers and campus servers

Director of Speech Activities

8/95-7/98

Represent award winning novice debate team to school and media Classroom instruction of debate and public speaking Coordinate and supervise statewide tournament participation

Teacher

8/95-5/98

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Design and instruct Issues in Debate and Media Literacy elective courses for juniors and seniors

AGBU Alex Manoogian School, Southfield MI Media Specialist and Teacher

9/93-7/94

Design and implement K-8 library skills curriculum Perform weekly library activities including book selection for K-6 Select books and related materials for K-8 and ESL students Teach eighth grade English

Catholic Central High School of Detroit, Redford MI Media Specialist

8/88-7/94 12/91-7/93

Select appropriate electronic and print resources for grades 9-12. Establish and apply of materials selection policies Manage distribution and use of audiovisual equipment Perform bibliographic instruction for all research skill levels Provide reference and teaching assistance using print and electronic sources Prepare library materials for circulation and use Preserve and restore books and manuscripts. Manage and enforce library circulation policies Diagnose and repair desktop computers

Director of Debate

8/88-7/94

Represent nationally ranked debate team to school administration, parents, and media Manage day-to-day research and practice debate activities Coordinate and supervise national tournament participation Recruit and train incoming novice debaters

DISTINGUISHING & SYNERGISTIC ACTIVITIES Member, Research & Statistics Committee, American Association for School Librarians (AASL), 2005-present Peer Reviewer, Australian School Library Association (ASLA) Conference Committee, 2005-present Winner, Margaret Hayes Grazier Award for Service to the School Library Media Profession, Michigan Association of Media in Education (MAME), 2004-2005. Member, Educational Advisory Committee, Michigan Information Technology Center (MITC), 2005-present. Member, Technical Advisory Committee, Improving Literacy through School Libraries Program, United States Department of Education, 2004-present. Research Grant Recipient, Institute for Library and Information Literacy Education (ILILE), Kent State University, 2003-2004. Member, Governance Board, Gateway to Educational Materials (GEM), 2003-present. Editor and Author, ERIC Information Technology Clearinghouse, 2002-2003. Guest Editor, Knowledge Quest, American Library Association (ALA), 2002-2003. Chair, Community & Services Standing Committee, National STEM Education Digital Library, 2000-2003. Doctoral Research Fellow, Treasure Mountain X, Institute for Museum and Library Services (IMLS), 2002. Grant Reviewer, Library of Michigan, 2003. Grant Reviewer, National Science Foundation (NSF), 2002-2005. Grant Reviewer, United States Department of Education, 2002-2005. Peer Reviewer, American Education Research Association (AERA), 2002. Member, Advisory Board, School Library Achievement Study, Library of Michigan, 2002. Educational Policy Fellow, Institute for Educational Leadership, 2001-2002.

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SELECT PUBLICATIONS 2002 – 2005 (asterisk denotes peer-reviewed publication) 2005 (with E. Hoffman). Educational Digital Libraries and School Media Programs: Opportunities, Challenges, and Visions, Educational Media and Technology Yearbook 2005. Westport CT: Libraries Unlimited. 2005 Writing for the Improving Literacy for School Libraries Grant Program. Teacher Librarian (July/August). 2005 Findings from a Study of the Relationship between Science Education and School Libraries in Michigan Middle Grades. Proceedings of the International Association of School Librarians Conference 2005. Hong Kong: Hong Kong University Press CDROM.* 2005 The Relationship between School Library Media Program and Science Achievement in Michigan: Preliminary Results from a Research Study. Proceedings of The Centre for Studies in Teacher Librarianship Research Retreat 2005. Canberra, NCT, Australia: Charles Sturt University Press CD-ROM.* 2005 Science-Related Topics in School Library Media Periodicals: An Analysis of Citation Content from 1998-2003. Proceedings of The Centre for Studies in Teacher Librarianship Research Retreat 2005. Canberra, NCT, Australia: Charles Sturt University Press CDROM.* 2003 The Improving Literacy through School Libraries Program of No Child Left Behind: Writing a Winning Grant Proposal. ERIC Clearinghouse on Information & Technology Digest EDO-IR-2003-06 (December). 2003 Uncovering the Hidden Web. Principal Leader (November). 2003 Writing for the Improving Literacy through School Libraries Grant Program. Media Spectrum (October). 2003 If We Build It, Will They Come? An Overview of the Issues in K-12 Digital Libraries. In M. A. Mardis (Ed.), Digital Libraries for K-12 Education. Syracuse NY: ERIC Information Technology Clearinghouse.* 2003 Back Alleys and Dark Corners: Lesser-Traveled Sections of Michigan Teacher Network. Media Spectrum (May). 2003 Stop Me if You’ve Heard this One: Media Specialists and the Practice of Active Learning. Media Spectrum (May). 2003 (with L.L. Zia) Leading the Wave of Science and Mathematics Learning Innovation. Knowledge Quest (January/February). 2002 (with E. Hoffman) Building Digital Libraries for Children: Reviewing Information Literacy of Students and Teachers. Proceedings of International Conference of Asian Digital Libraries (ICADL) 2002, 404-405.* 2002 Adding to the Students’ Toolbox: Using Directories, Search Engines, and the Hidden Web in Search Processes. TechTrends, 46 (4), 33-38. * 2002 Mind the Gap: An Overview of the Perceptual Barriers to Information Literacy. Proceedings of ED-MEDIA World Conference 2002 (June). 2002 (with E. Hoffman) The National STEM Digital Library for Teachers: Catalyst for Change. Proceedings of ED-MEDIA World Conference 2002 (June). 2002 (with E. Hoffman) The National STEME Digital Library: Promise, Pathways, Progress. Proceedings of the SITE Conference (March).

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2002 MTN Looks to the Future: Interoperability Experiments to Date. Media Spectrum (February). 2002 The Birds and The Bees: Revisiting Search Basics. Media Spectrum (February). 2001 Uncovering the Hidden Web I: Finding What the Search Engines Don’t. ERIC Clearinghouse on Information & Technology Digest EDO-IR-2001-02 (October). 2001 Uncovering the Hidden Web II: Resources for the Classroom. ERIC Clearinghouse on Information & Technology Digest EDO-IR-2001-03 (October). 2001 (with B. Muramatsu, C. Manduca, J. Lightbourne, and F. McMartin) The National SMETE Digital Library Program. Proceedings of the First ACM/IEEE-CS Joint Conference on Digital Libraries, pp.278-281. 2001 Accessing the Deep Web: Finding What the Search Engines Don’t. Media Spectrum (February). SELECT PRESENTATIONS 2002 - 2005 2005: Blinded with Science: Kids’ Questions to the Internet Public Library. Internet Public Library (IPL) Digital Library Symposium, September 26, 2005, Ann Arbor, MI. 2005: (with E. Hoffman) How School Libraries can use Digital Libraries to Support Science Education. International Association of School Librarians (IASL) Conference, July 12, 2005, Hong Kong. 2005: The Relationship between Science Education and School Libraries in Michigan. International Association of School Librarians (IASL) Conference, July 10, 2005, Hong Kong. 2005: (with E. Hoffman) Educational Digital Libraries and School Libraries: Pathways for Collaboration and Practice. Australian School Libraries Association Conference (ASLA), April 11, 2005, Canberra, NCT, Australia. 2005: Science and School Libraries: Findings from a Study in Michigan. Centre for the Study of Teacher Librarianship (CSTL) Research Retreat, April 9, 2005, Canberra, NCT, Australia. 2005: An Analysis of Citation Content in School Media Periodicals. Centre for the Study of Teacher Librarianship (CSTL) Research Retreat, April 9, 2005, Canberra, NCT, Australia. 2004: (with E. Hoffman) Digital Libraries and School Libraries: Furthering the Agenda. European Conference on Digital Libraries (ECDL), September 14, 2004, Bath, England, UK, poster presentation. 2004: Using Search Logs to Map Teacher’s Information Seeking Behavior. European Conference on Digital Libraries (ECDL), September 14, 2004, Bath, England, UK, poster presentation. 2004: Michigan Teacher Network: Evolution from Clearinghouse to Digital Library. State Portals Summit, Eisenhower National Clearinghouse, May 6, 2004, Columbus, OH. 2003: Using Search Strings and Citation Analysis to Define User Behavior, Virtual Reference Desk Conference, November 17, 2003, San Antonio, TX. 2003 Using Transaction Log Analysis to Facilitate User Centered-Design. National STEM Education Digital Library Annual Principal Investigators’ Meeting, October 13, 2003, Washington, DC.

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2002 K-12 Users of Digital Libraries: Special Considerations. E-Learn International Conference. October 16, 2002, Montréal, Ontario, Canada. 2002 What Do We Know about Educators’ Information Seeking? MERLOT International Conference. September 28, 2002, Atlanta, GA. 2002 Mind the Gap: An Overview of the Perceptual Barriers to Information Literacy. EDMEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 28, 2002, Denver CO. 2002 The National STEM Digital Library for Teachers: Catalyst for Change. ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 28, 2002, Denver CO. 2002 National SMETE Digital Library Program (panel). American Educational Research Association Conference (SIG-L Business Meeting). April 4, 2002, New Orleans, LA. 2002 Curse of the Dead Text: A New Gestalt for Web Searching (keynote speaker presentation). Michigan Association of Computer Users in Learning, March 7, 2002, Grand Rapids MI. PROFESSIONAL AFFILIATIONS 1992-present

American Library Association (ALA), American Association of School Librarians (AASL), Library & Information Technology Association (LITA)

1992-present

Michigan Association of Media in Education (MAME)

1998-present

Michigan Association of Computer Users in Learning (MACUL)

2001-present

American Education Research Association (AERA)

2003-present

Australian School Library Association (ASLA)

2003-present

International Association of School Librarians (IASL)

2003-present

Michigan Education Research Association (MERA)

2003-present

School Library Association (SLA) (United Kingdom)

2004-present

Association for Library and Information Science Education (ALISE)

COLLABORATORS J. Bales, Charles Sturt University (Wagga Wagga, Australia) J. Caniglia, E. Hoffman, P. Liggit, P. Williams-Boyd, Y. Xie, Eastern Michigan University S. Nair, Education Development Center (Boston, MA) K. Lightle, J. Ridgway, L. Simutis, Ohio State University R.D. Lankes, J. Silverstein, Syracuse University B. Drayton, J. Falk, S. Lee, TERC (Cambridge, MA) A. Agogino, University of California Berkeley S. Bhavnani, F. Goodman, M. Holland, J.L. King , University of Michigan J. Dorward, B. Muramatsu, M. Recker, D. Wiley, Utah State University

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References

American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago, IL: American Library Association. American Association of School Librarians [AASL], & Association for Educational Communications and Technology [AECT]. (1988). Information power: guidelines for school library media program. Chicago: American Library Association. Berger, L. (2001). Inside out: Narrative autoethnography as a path toward rapport. Qualitative Inquiry, 7(4), 504-518. Buchmann, M. (1986). Role over person: Morality and authenticity in teaching. Teachers College Record, 87(4), 527-543. Buchmann, M. (1993). Role over person: Morality and authenticity in teaching. In R. Floden & M. Buchmann (Eds.), Detachment and concern: Essays in the philosophy of teaching and teacher education. New York: Teachers College Press. Callison, D. (1995). Restructuring pre-service education. In B. J. Morris, J. McQuiston & C. Saretsky (Eds.), School library media annual 1995 (pp. 100-111). Englewood, CO: Libraries Unlimited. Conway, P. F., & Clark, C. M. (2003). The journey inward and outward: A re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education, 19(5), 465-482. Fuller, F. F. (1969). Concerns of teachers: A developmental characterization. American Educational Research Journal, 6, 207-226. Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education: 74th yearbook of the National Society of Education (pp. 25-52). Chicago: University of Chicago Press. Jones, A. C. (1997). An analysis of the theoretical and actual curriculum development involvement of Georgia school library media specialists. Unpublished doctoral dissertation, Georgia State University. Lyders, J. A., & Wilson, P. J. (1991). A national survey: Field experience in library education. School Library Journal, 37(1), 31-35. McCarthy, C. A. (1997). A reality check: The challenges of implementing "Information Power" in school library media programs. School Library Media Quarterly, 25(4), 205-214. McCracken, A. (2000). Perceptions of school library media specialists regarding their roles and practices. Unpublished doctoral dissertation, George Mason University. Miller, M. L., & Shontz, M. L. (2003, October 1). The SLJ spending survey. Retrieved May 10, 2004, from http://www.schoollibraryjournal.com/article/CA326338 Person, D. G. (1993). A comparative study of role perceptions of school library media specialists and Information Power guidelines. Unpublished doctoral dissertation, New York University. Rutherford, W. L., & Hall, G. (1990). Concerns of teachers: Revisiting the original theory after twenty years, American Educational Research Association. Boston, MA. Shannon, D. (2004). Preparation of school library media specialists in the United States, School Library Media Research (Vol. 7). Spry, T. (2001). Peforming autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706-732. van Deusen, J. D. (1996). The school library media specialist as a member of the teaching team: "Insider" and "outsider". Journal of Curriculum and Supervision, 11(3), 229-248.

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Vansickle, S. (2000). Educating preservice media specialists: Developing school leaders. School Libraries Worldwide, 6(2), 1-20. Zeichner, K., & Teitelbaum, K. (1982). Personalized and inquiry-oriented teacher education: An analysis of two approaches to the development of curriculum for field-based experience. Journal of Education for Teaching, 8, 95-117.

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