You are here:

Building Connections through Teacher Librarian Collaboration

, , , University of Houston-Clear Lake, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


School librarians can potentially serve as connectors for educators at entry levels in their Technological Pedagogical Content Knowledge (TPACK) development. As experienced classroom teachers, school librarians can provide expertise in curriculum content and in the pedagogical strategies for effectively integrating technologies into curriculum. Pre-service teachers graduate from education programs without any exposure to the pre-service school librarians’ expertise and level of support. Offering collaborative opportunities between pre-service teachers and pre-service school librarians could increase pre-service teachers’ awareness regarding the school librarian’s expertise and value as an instructional partner. This study extends an earlier pilot which examined pre-service teachers’ perceptions before and after a collaborative experience. This current mixed methods study indicated pre-service teachers are often unaware of the expertise and support available from the school librarian.


Baker, S.F., Giles, M. & Willis, J. (2017). Building Connections through Teacher Librarian Collaboration. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1372-1378). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

View References & Citations Map


  1. Belland, B.R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers& Education, 52(2), 353-364.
  2. Bull, G., & Bell, L. (2009). TPACK: A Framework for the CITE Journal. Contemporary Issues in Technology and Teacher Education. 9 (1), pp. 1-3. AACE. Retrieved from Cullen, T.A., & Greene, B.A. (2011). Preservice teachers' beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29-47.
  3. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development, 53(4), 25-39.
  4. Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  5. Hartzell, G. (2002). What's it Take?. Knowledge Quest, 27.
  6. Hatch, J.A. (2002). Doing qualitative research in education settings. Suny Press.
  7. Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25.
  8. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers& Education, 51(4), 1499-1509.
  9. Hew, K.F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  10. Hosseini, Z., & Tee, M.Y. (2012). Conditions influencing development of teachers’ knowledge for technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications (IMACST), 3(1), pp. 91-101.
  11. Hsu, P.S. (2012). Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213.
  12. Hsu, P.S. (2013). Examining changes of preservice teachers’ beliefs about technology integration during student teaching. Journal of Technology and Teacher Education, 21(1), 27-48.
  13. Inan, F.A., & Lowther, D.L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
  14. Liu, H., Lin, C.H., Zhang, D., & Zheng, B. (2016, March). Pre-service Language Teachers’ Instructional Use of Technology: Factors and Barriers. In Society for Information Technology& Teacher Education International Conference (Vol. 2016, No. 1, pp. 2158-2163).
  15. Loertscher, D.V. (2010). The common core standards: Opportunities for teacher librarians to move to the center of teaching and learning. Teacher Librarian, 38(2), 8.
  16. Loertscher, D.V. (2014). Collaboration and coteaching: A new measure of impact. Teacher Librarian, 42(2), 8.
  17. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054. Retrieved from Education Full Text database.
  18. Mokhtar, I.A., & Majid, S. (2006). An exploratory study of the collaborative relationship between teachers and librarians in Singapore primary and secondary schools. Library& Information Science Research, 28(2), 265-280.
  19. Montiel-Overall, P., & Hernández, A.C. (2012). The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III. School Library Research, 15. National Board for Professional Teaching Standards (NBPTS). (2012). Library Media Standards (2nd ed.). Retrieved from
  20. Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. In Pew Research Center. Retrieved from how-teachers-are-using-technology-at-home-and-in-theirclassrooms/
  21. Roberts, C., & Atkins, H. (2015). Teacher Transformation: The 4 T's of Becoming a Digital Educator. Society for Information Technology& Teacher Education International Conference.
  22. Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact