Benefits of Collaboration between the ESOL Teacher and the Library Media Specialist
DOI:
https://doi.org/10.52242/gatesol.77Keywords:
School libraries, teacher collaboration, IEL students, English language learnersAbstract
With class sizes, administrator expectations, and general workloads increasing, ESOL teachers can feel overwhelmed. This article describes the benefits that ESOL teachers may experience when collaborating with school library media specialists (LMSs) regarding the differentiation of instruction, collaborative planning of lessons, technology integration, and student relationships.
References
Adams, H. R. (2010). Welcoming America's newest immigrants: Providing access to resources and services for English language learners. School Library Monthly, 27(1), 50-51.
Bordonaro, K. (2006). Language learning in the library: An exploratory study of ESL students. The Journal of Academic Librarianship, 32(5), 518–526.
Bogel, G. (2009). School librarian's bill of responsibilities and the ALA core competences. Knowledge Quest, 38(2), 64-68.
Carlyle, C. (2013). Practicalities: Serving English as a second language library users. Feliciter, 59(3), 18-20.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP® model. Boston: Pearson Education, Inc.
Georgia Department of Education. (2007). Rule 160-5-1-.08: Class size. Retrieved from https://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20Rules/160-5-1-.08.pdf
Georgia Department of Education. (2012). ESOL/Title III resource guide, 2012-2013. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/2012-2013%20ESOL%20Title%20III%20Resource%20Guide.pdf
Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). “Just right” books for the ESL library. Book Links, 11(4), 56.
Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
Hersi, A. A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through collaboration and co-teaching: A case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and Practice, 22(8), 927-946.
Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin Press.
Hoppe, K. M. (2013). ESL—Turn it around and make a new acronym: Library serves everyone. Library Media Connection, 32(3), 29.
Howard, S. D. (2015). Teachers are psychologists, technologists, coaches, servants…and much more. PAGE One, 36(5), 5.
Johnston, M. P. (2013). Taking the lead with technology integration. School Library Monthly, 29(4), 33-35.
Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 44(1), 74-76.
Melillo, P. (2007). Transforming ESOL-learning opportunities through technology. Florida Libraries, 50(2), 11-13.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
Morin, M. (2013). How school library media specialists support reading and information literacy skills instruction for English language learners (Doctoral dissertation, Georgia State University) (Order No. 3583654). Available from ProQuest Dissertations & Theses Global. (1609014034).
Parrott, D. J., & Keith, K. J. (2015). Three heads are better than one: Librarians, reading specialists, and classroom teachers in the learning commons. Teacher Librarian, 42(5), 12-18.
Peirce, N. (2008). Libraries and new Americans: The indispensable link. Nation's Cities Weekly, 31(15), 2.
Sobel, K., & Grotti, M. G. (2013). Using the TPACK framework to facilitate decision making on instructional technologies. Journal of Electronic Resources Librarianship, 25(4), 255-262. doi:10.1080/1941126X.2013.847671
Bordonaro, K. (2006). Language learning in the library: An exploratory study of ESL students. The Journal of Academic Librarianship, 32(5), 518–526.
Bogel, G. (2009). School librarian's bill of responsibilities and the ALA core competences. Knowledge Quest, 38(2), 64-68.
Carlyle, C. (2013). Practicalities: Serving English as a second language library users. Feliciter, 59(3), 18-20.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP® model. Boston: Pearson Education, Inc.
Georgia Department of Education. (2007). Rule 160-5-1-.08: Class size. Retrieved from https://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20Rules/160-5-1-.08.pdf
Georgia Department of Education. (2012). ESOL/Title III resource guide, 2012-2013. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/2012-2013%20ESOL%20Title%20III%20Resource%20Guide.pdf
Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). “Just right” books for the ESL library. Book Links, 11(4), 56.
Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
Hersi, A. A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through collaboration and co-teaching: A case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and Practice, 22(8), 927-946.
Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin Press.
Hoppe, K. M. (2013). ESL—Turn it around and make a new acronym: Library serves everyone. Library Media Connection, 32(3), 29.
Howard, S. D. (2015). Teachers are psychologists, technologists, coaches, servants…and much more. PAGE One, 36(5), 5.
Johnston, M. P. (2013). Taking the lead with technology integration. School Library Monthly, 29(4), 33-35.
Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 44(1), 74-76.
Melillo, P. (2007). Transforming ESOL-learning opportunities through technology. Florida Libraries, 50(2), 11-13.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
Morin, M. (2013). How school library media specialists support reading and information literacy skills instruction for English language learners (Doctoral dissertation, Georgia State University) (Order No. 3583654). Available from ProQuest Dissertations & Theses Global. (1609014034).
Parrott, D. J., & Keith, K. J. (2015). Three heads are better than one: Librarians, reading specialists, and classroom teachers in the learning commons. Teacher Librarian, 42(5), 12-18.
Peirce, N. (2008). Libraries and new Americans: The indispensable link. Nation's Cities Weekly, 31(15), 2.
Sobel, K., & Grotti, M. G. (2013). Using the TPACK framework to facilitate decision making on instructional technologies. Journal of Electronic Resources Librarianship, 25(4), 255-262. doi:10.1080/1941126X.2013.847671
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Published
12/25/2018
Issue
Section
Innovative School-Based Program and Report
How to Cite
Benefits of Collaboration between the ESOL Teacher and the Library Media Specialist. (2018). GATESOL Journal, 28(1). https://doi.org/10.52242/gatesol.77