Harada, V. H. (2016). A Practice-Centered Approach to Professional Development: Teacher- Librarian Collaboration in Capstone Projects. School Library Research (19), 1-47. http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=119793547&site=ehost-live&scope=site
This article is packed with amazing information and I wanted to pass it on. The report discuss three years of research on a school in Hawaii in which Professional Development supported the work of teachers and teacher-librarians. The research highlights the difficulties of TL and CT collaboration but also ways it significantly makes a differences. The collaboration study last for more than one school year, which gave researchers an advantage in having a lot of data to work with. The CT and TL worked with students on an inquiry-based capstone project. They were continually mentored through the rigorous process of teaching the students how to complete the project. The researchers were able to study multiple areas of IL instruction as they observed the students, the CT and TL, and the PD mentors.
Educational theory, interventions, and professional development techniques are discussed throughout.