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Preparing Teachers and Librarians
to Teach 21st Century Skills:
Views of LIS and Education Faculty
DON LATHAM- ASSOCIATE PROFESSOR
MELLISSA GROSS- PROFESSOR
SHELBIE WITTE- ASSOCIATE PROFESSOR
FLORIDA STATE UNIVERSITY
SCHOOL OF LIBRARY AND INFORMATION STUDIES
AN ARTICLE REVIEW: STEPHEN SANDERS
Latham, D., Gross, M., & Witte, S. (2013). Preparing
teachers and librarians to collaborate to teach 21st
century skills: Views of LIS and education faculty.
School Library Research, 16. 1-22. Retrieved from:
Goals of the Study
In LIS literature, a school librarian’s major contribution
to an academic institution is being able to collaborate
with teachers to help them and the institution achieve
their educational goals.
Collaboration between the two groups, however, is
usually the exception rather than the rule
Latham et al. hope to find out why that is the case in their
study, using interviews with LIS and education faculty of
a research university in the U.S. to find the answers
The Interview Process
Interviewing six faculty from both the LIS and
education departments, Latham et al. sought to find
out how both sets of faculty viewed:
How 21st century skills are being taught to pre-service students
at their institution. (Are they integrated into the curriculum?)
Do they teach/promote librarian-teacher collaboration
techniques to their students?
The interview also took into account the participants
experiences with librarian-teacher collaboration,
where such collaboration is taught, and where it
could be taught
Results of the Interviews
Both LIS and education faculty felt that their fields address 21st
Both sets of faculty believe that collaboration strategies should
be taught at pre-service institutions
Both sets of faculty felt that librarian-teacher collaboration in
schools is a worthy goal, and is possible, but is difficult to achieve
Suggestions were made on how to begin teaching librarian-
teacher collaboration techniques in LIS and education
classrooms, but no real solutions were reached
The article is well written, by authors who are
knowledgeable in the LIS field
Methodology is sound and well explained
The study is limited, given the small sample size of
participants in the interview. However, the study does
provide a good basis for further research on this topic.
Until then, any librarian-teacher collaboration will have
to be preempted by LIS and education professionals in
the field, at all levels of education.