Call for Chapters:
Proposals Submission Deadline: March 30, 2012
Full Chapters Due: July 20, 2012
School library media specialists are more readily becoming integral parts of P-12 schools. Once designated storytellers and information resource providers, today’s library professionals are considered experts in technology integration, information literacy and curriculum alignment, essentially becoming co-teachers (Bishop & Larimer, 1999). This shift is also evident in ALA/AASL Standards for Initial Preparation of School Librarians (2010), which continue to promote the idea of librarian as teacher, instructional partner, and leader within the school community and beyond.
The importance of forming collaborative relationships with administrators and classroom teachers has become an integral component in advocating for a school library media specialist at every school (Lamb & Johnson, 2008). These relationships have the potential to positively affect the learning environment, while equally acknowledging both the teacher’s and media specialist’s contributions to student learning. (Muronago & Harada, 1999; Naslund & Giustini, 2008).
While instructional collaborations have been well documented since the 1980s, highlighting these relationships is extremely important now, especially when considering the push for student development of 21st century skills. Even so, establishing instructional partnerships with classroom teachers is challenging due to many constraints including, personnel, budget limitations and time. As evidenced by the field of research and conference foci over the past decade, technology integration specialists, administrators and library professionals continue to struggle with the concept and implementation of collaboration. Despite the plethora of robust collaborative digital tools, and the virtual collaborative possibilities these present, many educators continue to fall back on the comfort of face-to-face interactions. Collaborative Instructional Design in Library and Teacher Partnerships will highlight best practices and innovative technological approaches in the establishment and maintenance of media specialist-teacher partnerships by providing examples that illuminate and reflect on the quality relationships that exist.
Objective of the Book
Set up as a resource guide, this book acts as a how-to manual for fostering collaboration between classroom teachers and school library media specialists in the 21st century. The book will be divided into two sections: the main book and the field guide. There will be 10-15 chapters highlighting best practices in school library media specialist/teacher collaborations using real world examples.
This publication, built on the theoretical concepts of case based learning, knowledge repositories, collaborative coaching, professional learning communities, teacher mentors and situated cognition, will use real-world examples and stories collected from the field to demonstrate what collaboration looks like in the 21st century school. It will build on the ALA’s “Empowering Learners” by guiding teachers and school library media specialists through the process of beginning, nurturing and maintaining collaborative instructional partnerships using new and emerging digital technologies.
This book explores current collaborative relationships between school library media specialists and classroom teachers. It will be used as a practical guide for professional development, higher education course development, joint lesson planning, and the development of online collaborative units. The target audience includes P-12 school library media specialists, teachers, professional development specialists, and administrators, as well as teacher educators, school library media educators, and researchers.
Potential topics include, but are not limited to, the following:
Meeting NCATE-ALA/AASL standards
Content-focused Collaborations (Case Studies)
Information Literacy & Research Collaborations (Research/Inquiry Real-World Cases)
Collaboration for Community Development
The Role of Technology in Collaboration
Collaboration for Professional Development
Fostering Administrative Support
Establishing procedures for collaborative planning
Collaboration and Advocacy
Contributors may also select to submit to the workbook section in the following topics:
Universal Design for Learning Templates
Collaborative Lesson Plan Templates
Information Literacy Lesson Plan Templates
Online Module Templates
School Librarians as Online Course Designers
Student Needs Assessments
Teacher Survey Templates
Researchers and practitioners are invited to submit on or before March 30th, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by April 21st, 2012, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 20th, 2012. All submitted chapters will be reviewed on a double-blind peer review basis. Chapters should be written in the 6th edition of APA format and submitted via email to both email@example.com and firstname.lastname@example.org.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2013.
March 30th, 2012:Proposal Submission Deadline
April 21st, 2012:Notification of Acceptance
July 20th, 2012:Full Chapter Submission
Sept 14th, 2012:Review Results Returned
Dec 7th, 2012:Final Chapter Submission
Inquiries and submissions can be forwarded electronically (Word document):
Dr. Kathryn Kennedy
Georgia Southern University, College of Education, USA
Dr. Lucy Santos Green
Georgia Southern University, College of Education, USA