The value of a school library-university relationship

The relationship between the school library and academia has historical significance; it is well respected, and it is utilized to various degrees by every practitioner. In many ways it is an under-appreciated relationship by the pre-service practitioner, practitioner, and academic. However, it is a...

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Bibliographic Details
Published in:Knowledge quest 2015-11, Vol.44 (2), p.4
Main Author: Preddy, Leslie
Format: Article
Language:English
Subjects:
Academic Achievement
Awards
Best Practices
Collaboration
College faculty
Community Relations
Cooperation
Cultural Differences
Educational Technology
Evidence Based Practice
Expertise
Interviews
Johnson, Larry
Learning
Librarians
Library Personnel
Library science
Library Services
Middle Schools
Partnerships in Education
Practice
Presidents
Research teams
School librarians
School libraries
Services
Students
Teaching
Teaching Methods
Young Adults
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Summary:The relationship between the school library and academia has historical significance; it is well respected, and it is utilized to various degrees by every practitioner. In many ways it is an under-appreciated relationship by the pre-service practitioner, practitioner, and academic. However, it is a critical connection in the service to the students, teachers, and community. Cooperation is the beginning of the relationship. It is the historically traditional relationship we see between student and professor. This is where a pre-service or a practicing librarian engages in learning opportunities designed and instructed by university staff offered face-to-face or virtually. Coordination involves communication and consultation. It is a shared goal of teaching and learning, so others can learn vicariously through your experiences or expertise. This is when either the practitioner or the professor is consulted to gather knowledge or gain advice. It could be a professor interviewing the practitioner. It could be the school librarian asking the university department to review her action research results.
ISSN:1094-9046
2163-5234