Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers

Authors

  • Dr. Annamary Consalvo The University of Texas at Tyler
  • Dr. Gina M. Doepker The University of Texas at Tyler
  • Vandy Dubre The University of Texas at Tyler
  • Dr. Joanna Neel The University of Texas at Tyler

DOI:

https://doi.org/10.20360/langandlit29605

Keywords:

literacy teacher education, llibrary-faculty collaboration, student-centered learning, student reflection

Abstract

This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.

 

Author Biographies

Dr. Annamary Consalvo, The University of Texas at Tyler

Annamary L. Consalvo is an associate professor of literacy at The University of Texas at Tyler where she teaches undergraduate and graduate courses in teacher education. After teaching middle and high school English, she earned her Ph.D. in Curriculum and Instruction from UT Austin with a focus in Language and Literacy Studies. Research interests include youth voice and the teaching of writing, disciplinary and adolescent literacy, and aspects of Young Adult literature. 

Dr. Gina M. Doepker, The University of Texas at Tyler

Gina M. Doepker is an associate professor in the School of Education at The University of Texas at Tyler. She received her Ph.D. from The Ohio State University in Literacy Education (2007). She currently is the M.Ed. in Reading Program Coordinator and teaches undergraduate and graduate literacy education courses. Doepker’s research interests include dyslexia screening and intervention, students that struggle with reading and writing, reading motivation, using alternative texts (i.e. graphic novels) during literacy instruction to increase children’s reading and writing skills, and service learning to enhance preservice teachers’ literacy content knowledge and implementation of reading and writing strategies instruction.

Vandy Dubre, The University of Texas at Tyler

Vandy Dubre is the Fine Arts, Literature, & Education Librarian at The University of Texas at Tyler. She received her M.L.S from Texas Woman’s University with an emphasis in children’s literature. Her research interests include local history and education, ethnomusicology of Scottish folk music and life, and the promotion of inclusive literature.

Dr. Joanna Neel, The University of Texas at Tyler

Joanna Neel is an associate professor of literacy, teaching undergraduate and graduate courses at The University of Texas at Tyler.  Her research interests include early literacy acquisition, differentiating literacy instruction for all learners, teacher education preparation, and establishing collaborative partnerships to improve literacy.

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Published

2022-12-02

How to Cite

Consalvo, A., Doepker, G., Dubre, V., & Neel, J. (2022). Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers. Language and Literacy, 24(3), 107–130. https://doi.org/10.20360/langandlit29605

Issue

Vol. 24 No. 3 (2022): Regular Issue

Section

Articles

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