Snapshots of teacher librarians as evidence-based practitioners
Drawing on recent doctoral research (Gillespie 2013), this paper presents snapshots of teacher librarians’ lived experience as evidence-based practitioners in Australian schools, and it defi nes what constitutes evidence for teacher librarians. Gillespie’s doctoral research responded to fi ndings of the Australian Government’s Inquiry into School Libraries and Teacher Librarians in Australian Schools (House of Representatives, Standing Committee on Education and Employment 2011) which indicated the urgent need for empirical evidence about the professional practices of teacher librarians and their contributions to school goals and student academic, social and cultural achievements. Such evidence is crucial to ensure the future viability of teacher librarians and their contribution to learning and teaching in schools. This qualitative, interpretive research responds to this need by exploring the experiences of 15 Australian teacher librarians to discover how they gathered and used evidence in performing their professional roles.
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|Item Type:||Journal Article|
|Keywords:||evidence-based practice, teacher librarians, qualitative research, expanded critical incident technique (ECIA)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Copyright Owner:||Copyright 2014 Australian School Library Association Inc. (ASLA) and the author(s)|
|Deposited On:||05 Sep 2014 00:33|
|Last Modified:||16 May 2016 22:18|
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