Overview
- Editors:
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Joron Pihl
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Oslo and Akershus University College of Applied Sciences, Norway
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Kristin Skinstad Kooij
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Oslo and Akershus University College of Applied Sciences, Norway
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Tone Cecilie Carlsten
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Nordic Institute for Studies in Innovation, Research and Education, Norway
- The authors reconceptualize literacy education and teacher professionalism based on New Literacy Studies and teacher and librarian partnerships, showing that such partnerships are essential to literacy education in the 21st century.
- Studies from Sweden, Norway and the U.K. highlight how good teacher and librarian partnerships are developed, challenged and sustained as sociocultural and intercultural literacy practices, and how these contribute to students’ reading engagement and literacies, learning, empowerment and social justice.
- The book addresses researchers, educators, teachers, public and school librarians, students and politicians.
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Table of contents (9 chapters)
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Front Matter
Pages i-viii
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- Joron Pihl, Tone Cecilie Carlsten, Kristin Skinstad van der Kooij
Pages 1-22
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- Ingebjørg Tonne, Joron Pihl
Pages 63-74
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- Tone Cecilie Carlsten, Jørgen Sjaastad
Pages 89-102
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- Teresa Cremin, Joan Swann
Pages 119-137
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Back Matter
Pages 139-143
About this book
This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. Teacher and librarian partnerships contribute significantly to the realization of the democratic mandate of the teaching and library profession. Partnerships respond to the educational challenges characterized by an unprecedented pace of knowledge development, digitalization, globalization and extensive transnational migration.
The contributors reconceptualize literacy education based on teacher and librarian partnerships. Studies from Sweden, Norway and the U.K. analyze such partnerships as sociocultural and intercultural practices, documenting ways in which teacher and librarian partnerships in literacy education enhance reading literacy, learning, empowerment and social justice. The authors treat literacies as social practices, rather than as an autonomous skill, working with interdisciplinary perspectives that draw on educational research, New Literacy Studies, library and information science and interprofessional studies.
Partnerships facilitate reading for pleasure and reading engagement in work with school subjects and curriculum goals, irrespective of socio-economic or cultural background or gender. The partnerships facilitate work with multimodal literacies and inquiry-based learning, both of which are essential in the 21st century. Equally important, the contributors show that the partnerships foster work with the multiple literacies of students and communities, and students’ attachment to the public and school library. The contributors also analyze tensions and contradictions in literacy education and in school library policy and practice, and attempts to deal with these challenges.
Teacher and Librarian Partnerships in Literacy Education in the 21st Century brings together leading scholars in educational research and literacy studies, including Brian V. Street, Teresa Cremin, Joan Swann andJoron Pihl. The volume addresses scholars, and is relevant for students, teachers, librarians and politicians.
