Document Type

Book Chapter

Publication Date

2014

DOI

10.4018/978-1-4666-4361-1.ch005

Publication Title

Collaborative Models for Librarian and Teacher Partnerships

Pages

44-55

Abstract

While we often associate reading aloud with children and particularly younger children, the practice of reading aloud has historically been a way for a community to share texts for information and enjoyment. Findings from a year-long study of a school librarian collaborating with a team of second grade teachers demonstrates the value of reading aloud in building background knowledge and vocabulary, modeling, understanding curriculum, creating common texts, and reading for enjoyment. Reading aloud brought other voices to the table in a clear example of intertextuality. Implications are shared for school librarians interested in similar practices as well as future research related to the impact of the school librarian on classroom instruction and student learning.

Rights

Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

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Post the final typeset PDF (which includes the title page, table of contents and other front materials, and the copyright statement) of their chapter or article (NOT THE ENTIRE BOOK OR JOURNAL ISSUE), on the author or editor's secure personal website and/or their university repository site.

Original Publication Citation

Kimmel, S. C. (2014). Voices at the table: Collaboration and intertextuality. In K. Kennedy & S.L. Green (Eds.), Collaborative models for librarian and teacher partnerships (pp. 44-55). IGI Global. https://doi.org/10.4018/978-1-4666-4361-1.ch005

ORCID

0000-0002-4341-3679 (Kimmel)

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