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By Chris Skrzeczynski

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Extra resources for Linking Literacy: the Role of the Teacher-Librarian in Literacy Education

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This program had among its aims that children would read for pleasure and for information and that they would read a variety of materials. Silent reading occurred daily. Regular reading aloud of stories by the teacher was another feature. Individual students were conferenced about the stories they were reading and suggestions were made as to 21 further stories or genres which might be attempted. Stanelis (1990: 19) integrated information skills development with the whole language philosophy by applying the techniques of literacy development to research projects.

It is therefore necessary to adapt instructional technique to the learning characteristics of each child. If teachers are successfully to employ a variety of instructional methods, they must have support. There are clear implications here for the resource centre, which must provide space, resources and staff time to enable teachers to function effectively. The concept of the educational team of the class teacher and the teacher-librarian begins to emerge from this cooperation. The process that has been formulated as a means of coming to terms with the demands of modern research in the field of information studies is known as cooperative planning and teaching (CPT).

This may not always relate to current practice. The important aspect of this study is not the phenomenon itself but the way that the phenomenon is experienced. Following the explanations of Saljo (1988) and Marton (1986b), this study is set in the arena of phenomenography. Marton (1981: 177-189) explains that phenomenographic studies aim at describing people's experiences of various aspects of the world. From this 'second-order' perspective we orient ourselves towards people's ideas about the world or their experience of it, thus phenomenography focuses on 'second-order' perspectives.

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